Alternate ELPAC

Background

The California Department of Education and Educational Testing Service are currently developing the Alternate English Language Proficiency Assessments for California (Alternate ELPAC) for students with the most significant cognitive disabilities.

The Alternate ELPAC is aligned to the 2012 California English Language Development Standards (2012 ELD Standards) through the English Language Development Connectors (ELD Connectors). For each of the 2012 ELD Standards at each grade 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 ELD Connectors can be found in Appendix A of the Alternate ELPAC Blueprints external icon.

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

This assessment is intended only for students who have a significant cognitive disability and whose Individualized Education Program (IEP) team has decided that the student should take alternate assessments, in addition to being identified as an EL or potential EL. The Alternate ELPAC operational field test is a census field test, meaning all students who would be eligible to take the Summative Alternate ELPAC are required to participate in the administration.

The purpose of the Alternate ELPAC is twofold:

  • The Initial Alternate ELPAC provides information to determine a student’s initial classification as an English learner (EL) or as initial fluent English proficient (IFEP).
  • The Summative Alternate ELPAC provides information on annual student progress toward ELP and support decisions on student reclassification as fluent English proficient (RFEP).

In May 2019, the California State Board of Education (SBE) approved the Alternate ELPAC high-level test design. The Initial Alternate ELPAC will be operational July 1, 2021, and the Summative Alternate ELPAC will be operational February 1, 2022.

Alternate ELPAC Forms Assignment

Form assignments for the Alternate ELPAC operational field test administration is available on the Alternate ELPAC Forms Assignments web page. Use the lookup tool to search for an LEA; the search returns the form number to which the LEA has been assigned. In some cases, large LEAs will be assigned to multiple forms; these will be displayed accordingly.

Alternate ELPAC Second Scoring

A subset of local educational agencies (LEAs) that have students taking the Alternate ELPAC will be selected to participate in second scoring. This means that a secondary test examiner (TE) will be present at the time of testing to score each student's responses to rubric scored items. LEAs will be chosen to participate annually, on a rotating basis.

Access the Alternate ELPAC Second Scoring Assignment List to find out if your LEA/school have been selected to participate in second scoring for this administration year. (Coming Soon)

  • Alternate ELPAC Secondary Test Examiner Checklist (Coming Soon)
  • CAA ELA/Alt ELPAC Second Scoring Video (Coming Soon)
  • Alternate ELPAC Second Scoring Handout (Coming Soon)
  • Alternate ELPAC Operational Field Test Administration Manual (Coming Soon)—Refer to the Preparing for Second Scoring Section for more information.

Alternate ELPAC Resources

LEAs can access the Alternate ELPAC Resources webpage for newly created resources for the Alternate ELPAC, such as videos, checklists, flyers, etc.

Alternate ELPAC Development Timeline

The development timeline leading up to the first operational Summative Alternate ELPAC for upcoming school years is as follows:

2020–2021 School Year

  • Statewide Operational Alternate ELPAC Operational Field Test: January 12, 2021 through February 16, 2021
  • All LEAs will be required to participate since it is a census field test.
  • The Alternate ELPAC will not assess potential English learners until the 2021–2022 administration year. LEAs must use a locally determined alternate English language proficiency assessment or the Initial ELPAC to assess potential English learners.

2021–2022 School Year

  • First Operational Initial Alternate ELPAC Administration: July 1, 2021 to June 30, 2022
  • First Operational Summative Alternate ELPAC Administration: February 1, 2022 to May 31, 2022

High-Level Test Design

The Alternate ELPAC High-Level Test Design external icon was approved and adopted by the State Board of Education on May 7, 2020. The Alternate ELPAC is aligned with California English Language Development Connectors for the Alternate ELPAC (ELD Connectors) which is based on California’s 2012 English Language Development Standards external icon.

Alternate ELPAC Blueprints

The Alternate ELPAC Blueprints external icon and task type definitions external icon were approved by the State Board of Education on May 7, 2020. The Initial and Summative Alternate ELPAC follow a single test blueprint, as described in the High-Level Test Design for the Alternate English Language Proficiency Assessments for California external icon web document. Additional Alternate ELPAC resources and materials are also available on the CDE website. Individualized Education Program (IEP) team guidelines for participation on alternate assessments are available on the Alternate Assessment IEP Team Guidance external icon web page.

Alternate ELPAC General Performance Level Descriptors

Performance Level Descriptor
Fluent English Proficient Students at this level have sufficient English language proficiency. They may need occasional linguistic support to enable them to access adapted grade-level content in English.
Intermediate English Learner Students at this level have moderate English language proficiency. They may need frequent linguistic support to enable them to access adapted grade-level content in English.
Novice English Learner Students at this level have minimal English language proficiency. They need substantial linguistic support to enable them to access adapted grade-level content in English.