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Kindergarten CCSS Math Color Coded Document 

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Kindergarten CCSS Math Color Coded Document 

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1st Grade CCSS Math Color Coded Document 

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1st Grade CCSS Math Color Coded Document 

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2nd Grade CCSS Math Color Coded Document 

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2nd Grade CCSS Math Color Coded Document 

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3rd Grade CCSS Math Color Coded Document 

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3rd Grade CCSS Math Color Coded Document 

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4th Grade CCSS Math Color Coded Document 

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4th Grade CCSS Math Color Coded Document 

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5th Grade CCSS Math Color Coded Document 

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5th Grade CCSS Math Color Coded Document 

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6th Grade CCSS Math Color Coded Document 

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6th Grade CCSS Math Color Coded Document 

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7th Grade CCSS Math Color Coded Document 

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7th Grade CCSS Math Color Coded Document 

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8th Grade CCSS Math Color Coded Document 

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8th Grade CCSS Math Color Coded Document 

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High School CCSS Math Color Coded Document 

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High School CCSS Math Color Coded Document 

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CCSS Math High School Conceptual Categories Color Coded

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California Practitioners' Guide for Educating English Learners with Disabilities

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California Practitioners' Guide for Educating English Learners with Disabilities

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Electronic version (pdf format) of California Department of Education document.

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Figure 1.1 - ELPAC Performance Level and ELD Standards Proficiency Level

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Figure 1.1 - ELPAC Performance Level and ELD Standards Proficiency Level

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Figure 5.3 - Linguistically Appropriate Goals - Third Grade Example

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Figure 5.3 - Linguistically Appropriate Goals - Third Grade Example

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Figure 5.4 - Linguistically Appropriate Goals - Seventh Grade Example

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Figure 5.4 - Linguistically Appropriate Goals - Seventh Grade Example

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Figure 5.5 - Linguistically Appropriate Goals - High School Example

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Figure 5.5 - Linguistically Appropriate Goals - High School Example

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Proficiency Language Descriptors and Linguistic Supports 

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Proficiency Language Descriptors and Linguistic Supports 

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The explicit validation and affirmation of your students, around their cultural behaviors, is the key to CLR. VA-ing your students triggers the building and bridging and by extension, your students buy-in to being situationally appropriate. Your VA has to be intentional and purposeful, consistent and authentic, and proactive and reactive (i.e., using teachable moments). When do your students have the opportunity to be who they are in the instructional context? BeYou is the acronym that I share with teachers to actively encourage their students to view their cultural and linguistic behaviors as assets and not liabilities, in school.

BeYou, as a concept, is a challenge to us all to ensure that students can be who they are at school. It is a direct rebuttal to the often used SLANT protocol (Sit up tall, Listen, Ask questions, Nod your head, and Track the teacher) that has become ubiquitous in schools. Note that there are many variations of SLANT. We want students to BeYou (VA) and to SLANT (BB) situationally. As it stands now, the use of SLANT is imbalanced when looking through a CLR lens. Its overemphasis on the alignment with school cultural behaviors and expectations can be limiting or detrimental to efforts to embrace students' home cultures. BeYou is not meant to counter efforts to build and bridge toward situational appropriateness; it is intended to create more structured opportunities at school for students to be themselves culturally and linguistically.

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The explicit validation and affirmation of your students, around their cultural behaviors, is the key to CLR. VA-ing your students triggers the building and bridging and by extension, your students buy-in to being situationally appropriate. Your VA has to be intentional and purposeful, consistent and authentic, and proactive and reactive (i.e., using teachable moments).

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Framing Questions for ELs w/Disabilities

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Framing Questions for ELs w/Disabilities

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ELPAC Sample Summative Student Score Report

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ELPAC Sample Summative Student Score Report

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Universal Design for Learning: Designing for Equity and Access 

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Supporting Inclusive Practices (SIP) 2019  UDL Professional Learning 

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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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Figure 7.11- Types of Accommodations for ELs with Disabilities

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Figure 7.11- Types of Accommodations for ELs with Disabilities

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Appendix 5.1 - IEP Team Checklist for English Learners (ELs)

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Appendix 5.1 - IEP Team Checklist for English Learners (ELs)

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Appendix 5.1 - IEP Team Checklist For English Learners (ELs).pdf

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Placement of Learners with Disabilities in the Least Restrictive Environment

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Placement of Learners with Disabilities in the Least Restrictive Environment

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Common Instructional Practice - UDL Framework

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Common Instructional Practice - UDL Framework