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Overview of Key Elements of CDE Guide on EL SWDs

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Overview of Key Elements of CDE Guide on EL SWDs

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Special thanks to Norelia Cerda-Caldera of Chico USD

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Intro to the CA Practitioner's Guide for Educating ELs/SWD

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Intro to the CA Practitioner's Guide for Educating ELs/SWD

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Alternate Assessment Decision Confirmation - CAASPP (CA Dept of Education)

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Released 2019

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COVID-19 English Learner Resources
Resources, models, webinars, newsletters, and guidance regarding English learner, immigrant, newcomer, and migratory students during distance learning and the transition to schools reopening during the COVID-19 outbreak.

English Language Development Standards
Assembly Bill 124 (Chapter 605, Statutes of 2011) requires the State Board of Education approve standards for English language development for pupils whose primary language is a language other than English. These standards shall be comparable in rigor and specificity to the standards for English language arts adopted.

English Learner Roadmap
Guide to assist local educational agencies to implement California's 21st century college-and-career-ready standards, curriculum, instruction programs, and assessments.

Equal Opportunity & Access
Discloses the practices of the California Department of Education to ensure equal, fair, and meaningful access to its employment and program services.

Multilingual Education
The resources on this web page offer information on the development, implementation, and location of multilingual programs.

Parent Notification
Information and resources from the California Department of Education about the Parent Notification forms.

Reclassification
Information on how a local educational agency (LEA) determines whether or not an English learner (EL) student has sufficient English proficiency to be reclassified as a fluent English speaker.

Resources
Information regarding newcomer students, programs for English learner (EL) students, FAQs regarding appropriate EL teacher authorizations, and educator and parent newsletters during distance learning.

State Seal of Biliteracy
This program recognizes high school graduates who have attained a high level of proficiency in speaking, reading, and writing one or more languages in addition to English.

Title III
Language instruction for English learner and immigrant students.

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Resources for English learners to acquire full proficiency in English as rapidly and effectively as possible, and meet state standards for academic achievement.

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The Imperial County Special Education Local Plan Area (SELPA) is committed to making it's website accessible for everyone by meeting or exceeding the requirements of the Web Content Accessibility Guidelines 2.1 Level AA (WCAG 2.1 AA). If you experience difficulties accessing any part of our website, have questions or concerns, or require assistance using this site, please email us at webmaster@icoe.org.

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SELPA Presentation on ELs w/ Disabilities Resource Book

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SELPA Presentation on ELs w/ Disabilities Resource Book

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Ventura COE Reclassification Guidance

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Program Overview

The English Language Proficiency Assessments for California (ELPAC) is the required state test for English language proficiency (ELP) that must be given to students whose primary language is a language other than English. State and federal law require that local educational agencies administer a state test of ELP to eligible students in kindergarten through grade twelve. The California Department of Education (CDE) transitioned from the California English Language Development Test (CELDT) to the ELPAC as the state ELP assessment in 2018. The ELPAC is aligned with the 2012 California English Language Development Standards. It consists of two separate ELP assessments: one for the initial identification of students as English learners (ELs), and a second for the annual summative assessment to measure a student's progress in learning English and to identify the student's level of ELP.

The following links provide additional information about the program:

ELPAC - CalEdFacts web page provides a more detailed overview of the test.

California Assessment Timeline (PDF) presents the assessment administration timeline for the 2020-21, 2021-22, and 2022-23 school years.

Assessment System Chart (PDF) lists the tests of the 2020-21 California assessment system by subject content, test name, test type, student participant groups, grade levels, and testing window timeframe.

Assessment Spotlight web page contains archives of all previous Assessment Spotlight emails. Send a blank email to subscribe-caaspp@mlist.cde.ca.gov to receive regular updates on the latest information about the statewide assessment system.

Assessments

Resources and Communication Materials
2020-21 ELPAC Information Guide (PDF) Talking to Parents About the ELPAC (PPTX; 3MB) Charla con los padres acerca de las ELPAC (PPTX; 15MB) ELPAC Resources for Parents Quick Reference Guides ELPAC Overview Video: English (Video; 16:06) Video en español de reseña de las ELPAC (Video; 18:28) Available ELPAC Resources flyer (PDF) Practice test flyer (PDF) Talking to Educators About the ELPAC (PPTX; 13MB) 2020-2021 COVID-19 Guidance for Reclassification (PDF)
English-Spanish Education and Assessment Glossary
Translation glossary for assessment-related communications prepared by the CDE.

Accessibility Resources
ELPAC Accessibility Resources Video (Video; 17:58)
California Assessment Assessibility Resources Matrix
The matrix displays the embedded and non-embedded universal tools, designated supports, and accommodations (UDAs) allowed as part of the CAASPP and ELPAC for 2020-21. Also used in conjunction with the English Language Proficiency Assessments for California Accessibility for Operational Testing (DOCX) .
ELPAC Administration Student Accessibility Checklist (PDF) ELPAC Administration Guidance and Governing Definitions for Student Accessibility Discussions (PDF)
Test Administration
ELPAC Administration Research Files Test Administration Coordination website
Scores and Results Reporting
ELPAC Results website
Starting Smarter
Now families have a new website for resources to support their child's learning. The Starting Smarter website includes information on student score reports, sample test questions, parent-teacher conferences, and other no-cost resources in English and Spanish.

Technical Documents

Questions: English Language Proficiency and Spanish Assessments Office | elpac@cde.ca.gov | 916-319-0784

Last Reviewed: Wednesday, October 21, 2020

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English Language Proficiency Assessments for California (ELPAC)

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The English Language Proficiency Assessments for California (ELPAC) is the required state test for English language proficiency (ELP) that must be given to students whose primary language is a language other than English. State and federal law require that local educational agencies administer a state test of ELP to eligible students in kindergarten through grade twelve.

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Intrinsic Disabilities vs. Extrinsic Differences

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ELs with Disabilities Guide Overview ppt

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ELs with Disabilities Guide Overview ppt

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Free Education Resources for Parents in California

No one knows your child or their needs more than you. With Starting Smarter, you now have access to information about your child's education that goes beyond just grades. You can use our test score reports to see the areas your child is excelling and where they can improve. All of this can begin a conversation with your child's teacher about offering better learning support at home and all year long.

Check out the Test Questions

Enter your child's grade and select a subject and area to see descriptions of the skills and sample test questions in each performance area.

It's natural for every student to have academic strengths as well as areas where they may need more support and improvement. The tests your child takes are meant to measure the most important skills in each subject. For all tests, we break down the score reports into different performance areas-like reading and problem solving-to identify where your child is excelling or needs more support.

Families will also receive more information on their child's reading and math performance with the new Lexile and Quantile report. A Lexile measure shows the level of text your child can read and understand. A Quantile measure shows what math skills your child knows and is ready to learn next. Learn how to use the scores to support reading and math.

Use this information to have a meaningful conversation with your child's teacher about the skills and content in the grade level and to support your child's learning at home.

Be a Learning Hero!

Visit the Learning Heroes website to find resources and tools to help your child thrive in school.

Plan for your Parent-Teacher Conversations

Use this tool to have a meaningful conversation about your child's test results and to co-create a learning plan with the teacher.

Check out the test in action

Visit the CAASPP practice test to try out live, interactive questions and the testing features students can use.

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Free Education Resources | Starting Smarter California - CAASPP Starting Smarter

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No one knows your child or their needs more than you. With Starting Smarter, you now have access to information about your child's education that goes beyond just grades. You can use our test score reports to see the areas your child is excelling and where they can improve.

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IEP Development Tool

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The English Language Proficiency Assessments for California (ELPAC) was established in 2018. The Summative ELPAC became operational on February 1, 2018. The Initial ELPAC became operational on July 1, 2018. The ELPAC replaced the California English Language Development Test (CELDT), which became inoperative on June 30, 2018.

The ELPAC satisfies the federal law which requires a statewide English language proficiency (ELP) test that local educational agencies (LEAs) must administer to: (1) newly enrolled students whose primary language is not English, as an initial assessment; and (2) students who are English learners (ELs) who have not been reclassified as fluent English proficient (RFEP), as a summative assessment. The initial ELPAC identifies students who are ELs, or initial fluent English proficient. The summative ELPAC assesses the progress of ELs in acquiring the skills of listening, speaking, reading, and writing in English.

Student Participation

ELPAC regulations require LEAs to administer the Initial ELPAC to all eligible students in kindergarten through twelve (K-12), ages three through twenty-one, whose primary language is a language other than English, to determine whether they are ELs, within 30 calendar days after they are first enrolled in a California public school or 60 calendar days prior to instruction, but not before July 1. LEAs also are required to administer the Summative ELPAC annually to students identified as ELs until they are RFEP.

Content and Format

The ELPAC assesses public school students in K-12 in the following four domains in English:

It is aligned with the English language development standards adopted by the State Board of Education (SBE). The task types included in the ELPAC are detailed in the ELPAC Initial and Summative Domain Information Sheets, located on the CDE ELPAC web page.

Reporting and Using Results

Summative ELPAC

In 2017, the State Superintendent of Public Instruction (SSPI) proposed threshold and composite weight adoptions for the Summative ELPAC. In 2018, the SSPI approved threshold and composite weight adoptions for the Initial ELPAC. The ELPAC allows for differential weights in the calculation of the Overall performance level for each grade span. The preliminary weight recommendations for the Summative and Initial ELPAC are presented in the chart below:

Grade

Oral Language Composite (Listening and Speaking)

Written Language Composite (Reading and Writing)

Once testing is completed, individual student reports and student data files are sent to the LEA by the testing contractor. Section 3302 of Title III of the Elementary and Secondary Education Act (ESEA) (20 United States Code Section 7012) states that LEAs that receive Title III funds shall inform parents or guardians of the following:

The reasons for the student's identification as an EL based on the ELPAC results

The need for placement in an English language instructional support program

In addition, LEAs that receive Title III funds shall inform parents or guardians of the pupil's results:

within 30 days after receipt of Summative ELPAC results (EC 3302 [a]), or

within two weeks of the start of the next school year (if the results are received after the last day of instruction [EC 3302 {d}])

The Summative ELPAC results show the overall English performance level attained by students, as well as performance for each composite. The performance levels are reported as the following:

Summative ELPAC data is used to calculate the English Language Progress Indicators (ELPI) for the California School Dashboard. ELPAC results are now used for federal accountability as required by Title I (See the ELPI Calculation web page.).

Initial ELPAC

In 2018, the SSPI approved threshold and composite weight adoptions for the Initial ELPAC. The ELPAC allows for differential weights in the calculation of the Overall performance level for each grade span. The preliminary weight recommendations for the Initial ELPAC are presented in the chart below:

Grade

Oral Language Composite (Listening and Speaking)

Written Language Composite (Reading and Writing)

Students are given the Initial Assessment within 30 days of when they enroll at the school. Once testing is completed, LEAs score the operational assessments locally and use the local scoring tool (LST) to input raw hand-scored results. LEAs have two options for LST use during the summer, before the first day of classes:

1. Request a Statewide Student Identifier, submit the English language acquisition status record of "To Be Determined", and enter raw student scores into the LST to generate an official score.

2. Use the preliminary score template to score the Initial ELPAC by hand and retain the results until the student arrives on the first day of school. Follow option 1 once student is enrolled.

Section 3302 of Title III of the Elementary and Secondary Education Act (ESEA) (20 United States Code Section 7012) states that LEAs that receive Title III funds shall inform parents or guardians of the following:

The reasons for the student's identification as an EL based on the ELPAC results

The need for placement in an English language instructional support program

In addition, LEAs that receive Title III funds shall inform parents or guardians of the pupil's results:

within 30 days of enrollment

The Initial ELPAC results show the overall scale score and performance level attained by students. The performance levels are reported as the following:

Public Reporting

The California Department of Education (CDE) public web reporting posts two types of reports (summative and initial) at four levels (state, county, district, and school) annually. Summary results are reported for all students and for a number of reporting categories that include gender, enrollment in specified student groups, and primary languages. These results are posted on DataQuest.

Interim Reclassification Guidance

This guidance established by the CDE, using the SBE-approved (November 2017) preliminary threshold scores for the Summative ELPAC can be found on the CDE Reclassification web page. This guidance clarifies the EC criteria in Section 313(d) to be used in reclassifying a pupil from EL to RFEP during this transition from the CELDT to the ELPAC.

For more information regarding the ELPAC, contact the ELPAC Office by phone at 916-319-0784 or by email at elpac@cde.ca.gov. Information is also available on the CDE ELPAC web page.

Questions: English Language Proficiency and Spanish Assessments Office | elpac@cde.ca.gov | 916-319-0784

Last Reviewed: Thursday, February 6, 2020

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English Language Proficiency Assessments for CA - CalEdFacts

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The English Language Proficiency Assessments for California (ELPAC) was established in 2018. The Summative ELPAC became operational on February 1, 2018. The Initial ELPAC became operational on July 1, 2018. The ELPAC replaced the California English Language Development Test (CELDT), which became inoperative on June 30, 2018.

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Performance Level Descriptors for Summative ELPAC

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Performance Level Descriptors for Summative ELPAC

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General Performance Level Descriptors for guidance in the development of domain and grade/grade span-specific descriptors.

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Program Overview

The California Department of Education (CDE) is developing the Alternate English Language Proficiency Assessments for California, or Alternate ELPAC. The purpose of the Alternate ELPAC is twofold: the Initial Alternate ELPAC will provide information to determine a student's initial classification as an English learner (EL) or as initial fluent English proficient (IFEP) and the Summative Alternate ELPAC will provide information on student annual progress toward ELP and support decisions for students to be redesignated fluent English proficient (RFEP).

The Alternate ELPAC will be aligned to the English language development connectors and are linked to the 2012 California English Language Development Standards.

The Alternate ELPAC will replace all locally determined alternate assessments and provide a consistent, standardized measurement of ELP across the state for students with the most significant cognitive disabilities.

The following table provides a high-level development timeline for the Alternate ELPAC:

Year

Development Activity

May 2019

State Board of Education (SBE) approved the high-level test design

January 2020

Pilot test and cognitive labs

May 2020

Proposed test blueprints to the SBE

January - March 2021

Statewide operational field test

July 2021

Operational Initial Alternate ELPAC

February 2022

Operational Summative Alternate ELPAC

Refer to the following table for suggestions on what your local educational agency (LEA) can do to prepare for the transition to the statewide Alternate ELPAC, by school year:

2019-2020

Use locally determined alternate ELP assessments for initial and summative purposes.

Have individualized education program (IEP) teams plan for ELs with the most significant cognitive disabilities to take the Alternate ELPAC statewide field test in 2020-21.

2020-21

Have IEP teams identify ELs with the most significant cognitive disabilities to take the Alternate ELPAC statewide field test.

No longer use locally determined alternate ELP assessments for initial and summative purposes.

2021-22

Use the operational Alternate ELPAC for initial and summative purposes.

Resources and Communication Material

Alternate Assessment IEP Team Guidance - Guidelines for IEP teams regarding participation in the California Alternate Assessments and the Alternate ELPAC.
Alternate Assessment Decision Confirmation Worksheet (PDF) Alternate ELPAC flyer (PDF)
The administration of an ELP assessment is required by law.

California Education Code Section 313
California Education Code Section 60810

Final regulations were adopted by the Office of Administrative Law for the ELPAC administration; see California Code of Regulations, Title 5, sections 11517.6 through 11519.5.

Technical Documents
High-level Test Design Alternate ELPAC (PDF)
Questions: English Language Proficiency and Spanish Assessments Office | elpac@cde.ca.gov | 916-319-0784

Last Reviewed: Wednesday, January 29, 2020

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The California Department of Education (CDE) is developing the Alternate English Language Proficiency Assessments for California, or Alternate ELPAC. The purpose of the Alternate ELPAC is twofold: the Initial Alternate ELPAC will provide information to determine a student's initial classification as an English learner (EL) or as initial fluent English proficient (IFEP) and the Summative Alternate ELPAC will provide information on student annual progress toward ELP and support decisions for students to be redesignated fluent English proficient (RFEP).

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Program Overview

The California Department of Education (CDE) is developing the Alternate English Language Proficiency Assessments for California, or Alternate ELPAC. The purpose of the Alternate ELPAC is twofold: the Initial Alternate ELPAC will provide information to determine a student's initial classification as an English learner (EL) or as initial fluent English proficient (IFEP) and the Summative Alternate ELPAC will provide information on student annual progress toward ELP and support decisions for students to be redesignated fluent English proficient (RFEP).

The Alternate ELPAC will be aligned to the English language development connectors and are linked to the 2012 California English Language Development Standards.

The Alternate ELPAC will replace all locally determined alternate assessments and provide a consistent, standardized measurement of ELP across the state for students with the most significant cognitive disabilities.

The following table provides a high-level development timeline for the Alternate ELPAC:

Year

Development Activity

May 2019

State Board of Education (SBE) approved the high-level test design

January 2020

Pilot test and cognitive labs

May 2020

Proposed test blueprints to the SBE

January - March 2021

Statewide operational field test

July 2021

Operational Initial Alternate ELPAC

February 2022

Operational Summative Alternate ELPAC

Refer to the following table for suggestions on what your local educational agency (LEA) can do to prepare for the transition to the statewide Alternate ELPAC, by school year:

2019-2020

Use locally determined alternate ELP assessments for initial and summative purposes.

Have individualized education program (IEP) teams plan for ELs with the most significant cognitive disabilities to take the Alternate ELPAC statewide field test in 2020-21.

2020-21

Have IEP teams identify ELs with the most significant cognitive disabilities to take the Alternate ELPAC statewide field test.

No longer use locally determined alternate ELP assessments for initial and summative purposes.

2021-22

Use the operational Alternate ELPAC for initial and summative purposes.

Resources and Communication Material

Alternate Assessment IEP Team Guidance - Guidelines for IEP teams regarding participation in the California Alternate Assessments and the Alternate ELPAC.
Alternate Assessment Decision Confirmation Worksheet (PDF) Alternate ELPAC flyer (PDF)
The administration of an ELP assessment is required by law.

California Education Code Section 313
California Education Code Section 60810

Final regulations were adopted by the Office of Administrative Law for the ELPAC administration; see California Code of Regulations, Title 5, sections 11517.6 through 11519.5.

Technical Documents
High-level Test Design Alternate ELPAC (PDF)
Questions: English Language Proficiency and Spanish Assessments Office | elpac@cde.ca.gov | 916-319-0784

Last Reviewed: Wednesday, January 29, 2020

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The California Department of Education (CDE) is developing the Alternate English Language Proficiency Assessments for California, or Alternate ELPAC. The purpose of the Alternate ELPAC is twofold: the Initial Alternate ELPAC will provide information to determine a student's initial classification as an English learner (EL) or as initial fluent English proficient (IFEP) and the Summative Alternate ELPAC will provide information on student annual progress toward ELP and support decisions for students to be redesignated fluent English proficient (RFEP).

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My Digital Chalkboard - Shut Down :: California Educators Together

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The California Educators Together platform is brought to you by a collaboration between the California Department of Education and the CDE Foundation.

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LAUSD LAGOS Resources by Grade Level at a Glance

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LAUSD LAGOS Resources by Grade Level at a Glance

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Multilingual & Multicultural Education / ELD Standards

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Learning Continuity Plan and COVID Community Report