Alternate ELPAC Operational Field Test Student Eligibility and Assessment Participation

Participation Requirements

The Alternate ELPAC Operational Field Test is a census field test, meaning all students eligible to take the Summative Alternate ELPAC are required to participate in the administration. Any student whose IEP has indicated the use of alternate assessments and who has been identified as an EL must participate in the Alternate ELPAC Operational Field Test. This ensures that the results collected are representative of the California population and additionally ensures that every student is tested as required by state and federal law, California Education Code Section 313 and California Education Code Section 60810. Additionally, this will confirm that there is enough student data to support the purposes of the operational field test, which will support the reporting of summative scores for students eligible for the Alternate ELPAC.

To be counted as having participated and to receive an SSR, each student must respond to one receptive item and one expressive item using the response options provided, or by the TE's indicating “Mark as No Response” in the context menu. Details on the use of the “Mark as No Response” feature are included in the Using the Mark as No Response Feature subsection of this manual (link coming soon). The DFA also includes additional information on the “Mark as No Response” feature along with additional information on the participation rules and how to distinguish the expressive and receptive items during testing.

The following are the eligibility guidelines on the CDE Alternate Assessment IEP Team Guidance web page that IEP teams should follow in determining whether a student should take an alternate assessment:

  1. The student has a significant cognitive disability. Review of the student’s school records indicates a disability or multiple disabilities that significantly impact intellectual functioning and adaptive behavior essential for someone to live independently and to function safely in daily life. Having a significant cognitive disability is not determined by an IQ test score; rather, a holistic understanding of a student is required.
  2. The student is learning content derived from the CA CCSS or the CA NGSS or is acquiring proficiency as identified in the 2012 ELD Standards. Goals and instruction listed in the IEP for the student are linked to the grade-level CA CCSS, CA NGSS, or 2012 ELD Standards and address knowledge and skills that are appropriate and set high expectations for this student.

    The student’s disability or multiple disabilities affect how instruction is presented and how the student accesses curriculum derived from the CA CCSS, CA NGSS, and/or 2012 ELD Standards. The content the student is learning is derived from the CA CCSS, CA NGSS, or 2012 CA ELD Standards, and appropriately breaks the standards into smaller achievable steps.

  3. The student needs extensive, direct individualized instruction and substantial supports to achieve measurable gains in the grade-level and age-appropriate curriculum, including the following:
    • Instruction and support that are not of a temporary or transient nature.
    • Substantially adapted materials and individualized methods of accessing information in alternative ways to acquire, maintain, generalize, demonstrate, and transfer skills across multiple settings.

    IEP information, including:

    • Present levels of academic achievement and functional performance, goals, and short-term objectives
    • Circumstances of a student with individualized and substantial communication needs or modes (from multiple data sources)
    • Circumstances of a student who may be learning English as a second or other language (i.e., an EL), which may interfere with an accurate assessment of the student’s academic, social, or adaptive abilities

Accessibility Resources

The Alternate ELPAC has a variety of familiar universal tools that are embedded in the test delivery engine as well as a variety of designated supports and accommodations to support all students based on their specific need. To assist Alternate ELPAC users in implementing these accessibility resources, the English Language Proficiency Assessments for California Accessibility Resources for Operational Testing is available.

In addition, the CDE California Assessment Accessibility Resources Matrix web document lists the universal tools, designated supports, and accommodations that are allowed as part of all ELPAC assessments. This Matrix should be used in conjunction with the English Language Proficiency Assessments for California Accessibility Resources for Operational Testing.

Finally, additional accessibility resources such as Guidance on Using Eye Gaze as an Alternate Response Option, CAASPP and ELPAC Accessibility Guide for Online Testing, optional individualization (additional information provided in the DFA), AAC devices, and picture cards are available. LEAs can also refer to the CDE ELPAC web page for more information.