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CDE values your feedback as educators on the new ELPAC Interim Assessments.

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CDE values your feedback as educators on the new ELPAC Interim Assessments.

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Use the + symbol at the top of the column to post your comments.

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Use the + symbol at the top of the column to post your question(s) for Section 9.

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Use the + symbol at the top of the column to post your question(s) for Section 9.

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Use the + symbol at the top of the column to post your question(s) for Section 5.

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Use the + symbol at the top of the column to post your question(s) for Section 5.

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Use the + symbol at the top of the column to post your answers to the following questions. 

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Use the + symbol at the top of the column to post your answers to the following questions. 

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1. What do you notice?

2. What do you wonder?

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Use the + symbol at the top of the column to post your question(s) for Section 4.

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Use the + symbol at the top of the column to post your question(s) for Section 4.

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Use the + symbol at the top of the column to post your question(s) for Section 3.

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Use the + symbol at the top of the column to post your question(s) for Section 3.

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Use the + symbol at the top of the column to post your question(s) for Section 2.

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Use the + symbol at the top of the column to post your question(s) for Section 2.

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Use the + symbol at the top of the column to post your question(s) for Section 8.

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Use the + symbol at the top of the column to post your question(s) for Section 8.

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Please post technical issues or questions here. 

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Please post technical issues or questions here. 

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You should have received an email with a link to access the meeting materials. The link will also be shared in the chat periodically throughout the session.

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Use the + symbol at the top of the column to post your question(s) for Section 1.

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Use the + symbol at the top of the column to post your question(s) for Section 1.

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Use the + symbol at the top of the column to post your question(s) for Section 6.

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Use the + symbol at the top of the column to post your question(s) for Section 6.

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Use the + symbol at the top of the column to post your answers to the following questions. 

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Use the + symbol at the top of the column to post your answers to the following questions. 

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1. What do you notice?

2. What do you wonder?

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Select the performance task you would like to engage with.

Pathway K–2

– will work with tasks from the grade one ELPAC Interim Assessments

Pathway 3–5

– will work with tasks from the grade span three through five ELPAC Interim Assessments

Pathway 6–12

– will work with tasks from the grade span 11 through 12 ELPAC Interim Assessments.

1. Select [Participants], located in the bottom toolbar of the meeting window.

2. Hover over your name and select [More].

3. Select Rename and add either “K–2,” “3–5,” or “6–12” to the beginning of your name.

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You will receive an email with an evaluation survey and verification of attendance for each of the sessions you have attended. If you do not receive the email by the end of the day tomorrow, email CalTrainings@WestEd.org for assistance.

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For more information on upcoming training opportunities, including additional sessions in the 2023 Interim and Formative Assessment Training Series, please visit www.caaspp.org/training/training-opportunities.html

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On behalf of the California Department of Education, ETS and the Sacramento County Office of Education host a variety of workshops and professional development opportunities each year. Trainings are held at various locations throughout California and several trainings are also broadcast as live-streamed webinars. Training opportunities are available for both CAASPP and ELPAC coordinators as well as classroom educators.

In light of the measures being taken nationwide to slow the spread of coronavirus disease 2019 (COVID-19), all trainings will be delivered virtually through June 2021. Trainings at a county office of education (COE) may be offered in-person at the discretion of the COE.

The following lists current and upcoming training opportunities. Use the filtering options below to display events that are most relevant to you. Select a training opportunity for a description and link to register.

Filter by:

Filter by program and training method:

Filter by audience and experience:

Missed a recent training? Find recordings and other materials on the Past Training Opportunities and Materials web page.
Back to Top ▲

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On behalf of the California Department of Education, ETS and the Sacramento County Office of Education host a variety of workshops and professional development opportunities each year. Trainings are held at various locations throughout California and several trainings are also broadcast as live-streamed webinars.

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This web page lists training opportunities and materials for recorded live sessions and asynchronous courses in alphabetical order. Use the filtering options below to display trainings that are most relevant to you. Select a training opportunity for a description, audience, recordings, and materials.

To view upcoming live training opportunities, please visit the Upcoming Training Opportunities web page.

Filter by:
Back to Top ▲

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This web page lists training opportunities and materials for recorded live sessions and asynchronous courses in alphabetical order.

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We've detected that Javascript is not enabled. It is required for an optimal survey taking experience.
Please check your browser's settings and make sure Javascript is turned on. Learn how to enable Javascript.

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2023 Interim and Formative Assessment Training Series Evaluation Form

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2023 Interim and Formative Assessment Training Series Evaluation Form.

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Understanding the California Educator Reporting System (CERS)

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California Student Assessment Accessibility Graphic for the Computer-Based ELPAC

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California Student Assessment Accessibility Graphic for the Computer-Based ELPAC

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Welcome to the CAASPP-ELPAC Moodle Training Site

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The English Language Proficiency Assessments for California (ELPAC) website serves as the portal for resources that a local educational agency (LEA) will need to administer the ELPAC and the Alternate ELPAC.

News and Tips for the ELPAC Administration

1. CAST and ELPAC Interim Assessments Now Available to Administer

The CAST and ELPAC Interim Assessments are now available to administer in the test delivery system. Visit the CAASPP Interim Assessment Administration Resources web page, the ELPAC Interim Assessment Administration Resources web page, and the Interim Assessment User Guide for more information.

2. 2023-24 California Assessment Accessibility Matrix Now Available

The California Assessment Accessibility Resources Matrix has been updated for 2023-24 and can be accessed from the Accessibility Resources web page.

3. October 4 Deadline: CBEDS Reminder

For newly enrolled students to be included in the 2023-24 Unduplicated Pupil Count used to determine funding for the supplemental and concentration grants under the Local Control Funding Formula, students must complete the entire Initial ELPAC (all four domains) or the Initial Alternate ELPAC on or before Census Day, which is October 4, 2023. For more information regarding Census Day, visit the California Basic Educational Data System (CBEDS) website.

4. ELPAC Administration for Transitional Kindergarten Students

For 2023-24, LEAs are required to administer the Initial ELPAC or Initial Alternate ELPAC to all eligible students enrolled in kindergarten-including students in transitional kindergarten (TK), which is defined as year one of a two-year kindergarten program. LEAs will continue to follow the same process for identifying potential EL students and annually assessing EL students.

5. Initial ELPAC RSVP Must Use Scannable K-2 Answer Books

LEAs that are selected for RSVP, must use scannable K-2 Answer Books. LEAs that are part of RSVP cannot use answer books from previous years. View the list of LEAs that are participating in 2023-24 on the Rotating Score Validation Process for the Initial ELPAC Web page.

6. Useful Reference Guides

The Pause Rules Guide and the Expiration Rules Guide were updated and can be found on the Videos and Quick Reference Guides web page.

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english language proficiency assessments for california

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The English Language Proficiency Assessments for California (ELPAC) Web site serves as the portal for resources that a local educational agency will need to administer the ELPAC.

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California local educational agency (LEA) testing coordinators can use this website as a resource to find helpful information, instructions, training, forms, and external links that will facilitate test administration.

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Use the + symbol at the top of the column to post your question(s) for Section 7.

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Use the + symbol at the top of the column to post your question(s) for Section 7.

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ELPAC Interim Assessment Task Types by Domain

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ELPAC Interim Assessment Task Types by Domain

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Grade 1: Handout 3D.10, Grade 1 Speaking Task Type TGE

Grades 3-5: Handout 3D.9, Grades 3-5 Speaking Task Type TGE

Grades 11-12: Handout 3D.11, Grades 11-12 Speaking Task Type TGE

All grades: Handout 3D.7, Score Charting Worksheet

Handout 3D.12, Speaking Task Type Video Links

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Explore and reflect on the materials associated with your chosen pathway

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Explore and reflect on the materials associated with your chosen pathway

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As a group, decide how you will spend your time. You may wish to:

-Discuss the task

-View anchor set videos (3D.12) and discuss justifications in TGEs

-Practice scoring using the check set in your TGE and/or videos (3D.12)

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Discuss one or more of these questions in your group:

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Discuss one or more of these questions in your group:

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-What is your reaction to these scores student samples?

-Consider how you could use student data to assess student progress toward ELP and to inform teaching and learning. What teaching and learning strategies can be used to help students develop the language, knowledge, and skills needed to meaningfully engage with these tasks?

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SBE-Adopted ELA/ELD Framework - ELA/ELD Framework (CA Dept of Education)

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The State Board of Education adopted the English Language Arts/English Language Development (ELA/ELD) Framework at its July 9, 2014, meeting. This is the final, edited digital version of the ELA/ELD Framework, published July 2015.

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What role(s) must teachers have assigned in TOMS to be able to access Interim Assessment Viewing System?

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What role(s) must teachers have assigned in TOMS to be able to access Interim Assessment Viewing System?

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Notice:

A lot of challenging vocab

Recognizable graphic organizer-- very approachable

Easy to mix up instructions

Students need to know how to read a Venn Diagram

Wonder:

Would the audio give anything else?

Asks for 2 details. Is it 2 adjectives or bulltet points?

Are students being assesed on combining sentences?

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Students would need exposure to graphic organizers; do not need to create a diagram, can instead analyze.

Students need to be able to write complete sentences. Some difficult vocabulary can be ignored to complete the task.

Pay attention to the exact number of details that students are needed to include in order to receive full credit on the exam.

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1. In addition to understanding what the task is asking them to do, students need an understanding of transitional words and phrases and chronological order.

2. I also notice that the question asks them to write one sentence; I wonder how writing more than one sentence would impact their score. I imagine that some students who take things literally might agonize over trying to fit all of the information into once sentence.

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1. Noticed - Be familiar with graphic organizers, Venn Diagram specifically.

Comparative Vocabulary.

How to combine sentences using details.

2. Wonder - Can students write more than one sentence if the instructions explicitly ask for one sentence?

What is being measured in the prompt? (Looking at the rubric before administering can provide clarity)

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We noticed the importance of looking at the directions. Although directions say to write one sentence, the rubric will give full credit if they write the entire life cycle.

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Wonder how often students are given a diagram and asked to fill in the graphic.

If two details are used but both come from the same bullet point, does this count as two details?

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Hoping that at least the teacher has read a story to the student.

Wonder:

How this would be as a classroom activity?

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Potential barriers- no pictures

Multiple steps may be confusing - three steps

It is a recall activity. They have to remember something about that happened in the past.

It may be challenging that it is totally independent.

The word experience may be a challenge.

There is an assumption that each student has been read to many times.

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Students nee exposure to graphic organizers to be familiar.

May struggle with complex sentences.

May need to re-read.

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Students don't always realize that they can take the information presented in the graphic organizer and take it and write sentences in their own words.

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Have students respond naturally first. Then share exemplars and hold space for discussion on how they would score them based on the rubrics. Another strategy could be to cut off the scores on the exemplars and have students match the scores to each response. Lastly, cut up the sentences of the exemplars and have students put them together to practice the organization/flow of response. We could also do this with class responses (ie. real student examples with names cut off, and have students discuss how to make it stronger, etc).

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It was more important to have a complete thought than perfect sentences.

Use the Check Set in a PLC group or Individually.

Rubrics are not secure, can share.

Informational meeting to go over the rubrics.

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For the high school group, we only had one question in our handout 3D.3.  In handout 3D.6 we had pages that included through the prep set and check set for the first question only. We could not see the second question that asked ss to write a paragraph.  Therefore, in our first breakout for this section, we already did the task on slide 48 and have already discussed and debriefed the first question. Just FYI.

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For the high school group, we only had one question in our handout 3D.3.  In handout 3D.6 we had pages that included through the prep set and check set for the first question only. We could not see the second question that asked ss to write a paragraph.  Therefore, in our first breakout for this section, we already did the task on slide 48 and have already discussed and debriefed the first question. Just FYI.

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Sometimes we put our teacher hats on and read more into the answers than the rubrics.

Some are more tricky than others.

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Wonder:

Do students have the ability to replay the piece? Pausing and replaying are important parts of this process.

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1. We notice that students will have a hard time listening for an extended period of time.

2. Students struggle taking notes..but how does that look like? How do we teach students to take notes with this task?

3. Taking notes after listening vs. Taking notes as they listen...each of them bring unique challenges.

4. Academic vocabulary as a challenge

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Notice:

It was a lot of information. and being able to pause and replay would be helpful.

Wonder:

This feels challenging as an adult.

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1. Notice

Asking kids to take notes while listening.

Kids need practice with the directions

Help kids understand the prompt since it will remain the same

Students can only listen once

Kids can practice drawing the correlation between the image and the explanation.

Summaries will be surface-level if the teacher does not explicitly teach meaning-making

Students need to be able to identify text structure

2. Wonder

Why are students not allowed to listen more than once? What is the harm? What is the benefit?

Can there be a streamlined system for note-taking that can be used by all grade-spans.

First, Next, Last (three panels for images)

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1. This task requires skills/knowledge of identifying main idea/key details, chronological order, and summarizing. Very challenging! Quick and efficient note-taking is a skill that can set up students to be successful in a task like this.