Introduction to ELPAC Reporting
Purposes of the Reports and Using the Results
Summative ELPAC and Summative Alternate ELPAC results are used to measure how well EL students are progressing annually toward ELP. This information is used to assist LEAs and schools in the ongoing process of program monitoring and evaluation. The Summative ELPAC and Summative Alternate ELPAC results also are one of four criteria used to determine whether EL students are ready to be designated as RFEP on the basis of the reclassification guidance in accordance with state law.
5 CCR, Section 11518.15(C), requires LEAs to provide individual Summative ELPAC results to parents or guardians within 30 calendar days after they are received by the LEA or within 15 working days of the start of the new academic year if received after the last day of instruction. Only authorized LEA personnel, the student, and parents or guardians may access the ELPAC results of an individual student.
Overview of the Summative ELPAC
The Summative ELPAC is an annual assessment to measure student progress toward meeting the 2012 ELD Standards, which describe the English language skills that students need to succeed in school. Information about how the ELPAC reporting levels map to the 2012 ELD Standards is included on the CDE Summative ELPAC General PLDs web page.
The Summative ELPAC is a computer-based assessment. Students in grades three through twelve are administered all ELPAC domains as computer-based assessments. Students in K–2 receive the Writing domain as a PPT but receive all other ELPAC domains online. A large-print, paper–pencil version or braille version of the Writing domain assessment is available for students in K–2 if this resource is indicated in the student’s IEP.
ELPAC results can indicate the progress of ELs in acquiring the skills of listening, speaking, reading, and writing in English. Performance levels are reported in the individual domains of Listening, Speaking, Reading, and Writing. Students will also receive an overall score that is a combination of two composite scores: an oral language composite score that is comprised of the Listening and Speaking domains; and a written language composite score that is comprised of the Reading and Writing domains.
Paper–pencil tests are available to students who test using a braille or large-print form or for students unable to take a computer-based assessment as indicated in the IEP. “Emergency” PPTs are available as well. The emergency paper–pencil tests require the CDE’s approval to order and administer. (Note that the braille or large-print forms for K–2 students taking the PPT Writing domain do not require CDE approval.) Students assigned to use a paper–pencil test will use the paper–pencil version for all domains.
Overview of the Summative Alternate ELPAC
The Summative Alternate ELPAC is aligned to the 2012 ELD Standards via the 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 Summative Alternate ELPAC assesses the four domains in an integrated manner; that is, a single task type assesses multiple domains. For the Summative Alternate ELPAC, the term “task type” is used to categorize test items based on their content and the evidence of student language proficiency they are designed to gather (e.g., “Recognize and Use Common Words”). Tasks types contain receptive (Listening and Reading) and expressive (Speaking and Writing) items or test questions. Within a task type, they are aligned to one or more primary and secondary ELD Connectors. Additionally, to ensure ELs with the most significant cognitive disabilities can fully access and participate in the Summative Alternate ELPAC, these four domains are assessed via students’ individually preferred receptive and expressive communication modes. Such a design (i.e., one that helps ensure maximum participation of all eligible test takers), helps to eliminate the need to provide domain exemptions.
The Summative Alternate ELPAC operational field test is a summative assessment that provides information on annual student progress toward ELP and supports decisions on student reclassification eligibility. The operational field test is an untimed, computer-based, linear (nonadaptive), grade-level assessment for students with the most significant cognitive disabilities in K–12 whose IEP team decides should take alternate assessments and who also have been identified as ELs.
Types of Reports Available for the Summative ELPAC and Summative Alternate ELPAC
Reporting Criteria
Any student meeting one or more of the test-taking criteria is reported in the LEA’s student data files and aggregated data files and will receive an SSR. Students who do not meet any of these criteria will not receive an SSR but are included in the student data files and aggregated data files.
- Summative ELPAC:
- Computer-based and PPTs, K–12—The student logged on to at least one domain in each composite or, for students in K–2, an Answer Book for the Writing domain was returned to ETS for processing with student demographic information on the Answer Book.
- Computer-based testing, all grade levels—The student has one or more domain exemptions but logged on to the other, non-exempt domain, at least one in each composite.
- Summative Alternate ELPAC:
- Computer-based testing, all grade levels—The student or test examiner must log on and record the student's answer or record that the student provided no response using the “Mark as No Response” feature within the test for at least one receptive and one expressive item.
Reports in CERS
Refer to the California Educator Reporting System User Guide for details about CERS reporting. Details can include the following:
- Subject detail
- Listing (group, student)
- Student detail
SSRs
An LEA ELPAC coordinator at the student’s current or last enrolled LEA can download a student’s SSR for the current and previous Summative ELPAC administrations and current Summative Alternate ELPAC administration through TOMS. SSRs can also be accessed by LEAs and a student’s parent/guardian on the SIS parent portal for the LEA.
The SSR provides information about the student’s annual progress toward ELP. The student’s ELPAC results
- are one measure of ELP that should be viewed with other available information, such as classroom tests, assignments, and grade levels;
- can be used to help talk to the student’s parent or guardian about the student’s progress made toward English language proficiency; and
- can be used to determine if a student is ready to be designated as RFEP.
Summative ELPAC
The 2021–22 Summative ELPAC SSR includes the following information:
- An overall level and scale score
- A level and scale score for each composite reported (oral and written language)
- A performance level for each domain tested (Listening, Speaking, Reading, and Writing)
Scale score ranges for each of the four reporting levels are identified for overall, oral language, and written language for all grade levels tested. These ranges incorporate the level threshold scores approved by the California State Board of Education.
The four reporting levels for overall and each composite reported are: well developed (4), moderately developed (3), somewhat developed (2), and beginning to develop (1).
Summative Alternate ELPAC
The 2021–22 Summative Alternate ELPAC SSR includes the following information:
- Overall score
- Overall performance level
- A description of what the student can do at the level scored
Score ranges incorporate the level threshold scores approved by the SBE.
The three overall performance levels for reporting are: Fluent English Proficient (3), Intermediate English Learner (2), and Novice English Learner (1).
ELPAC Student Score Data File
The student score data files are found in TOMS. Data files include student information, overall and individual domain results, and historical scores for a student, if the student has taken the Summative ELPAC in a previous administration. This report can be downloaded by students’ enrolled LEA or tested LEA.
Aggregated Internet Reports (Public Reporting Website)
ELPAC results are available for the state, LEAs, and schools on the CDE Test Results for California’s Assessments website.
Summative ELPAC Domains and Task Types Reported
The task types assessed in each of the Summative ELPAC domains are identified by grade level and grade span in the tables in this subsection.
Listening
Table 1 lists the task types assessed in the Listening domain and indicates whether the task was assessed in a particular grade level or grade span.
| Listening Tasks | K | Grade 1 | Grade 2 | Grade Span 3–5 | Grade Span 6–8 | Grade Span 9–10 | Grade Span 11–12 |
|---|---|---|---|---|---|---|---|
| Listen to a Short Exchange | Yes | Yes | Yes | Yes | Yes | Yes | Yes |
| Listen to a Classroom Conversation | No | Yes | Yes | Yes | Yes | Yes | Yes |
| Listen to a Story | Yes | Yes | Yes | Yes | No | No | No |
| Listen to an Oral Presentation | Yes | Yes | Yes | Yes | Yes | Yes | Yes |
| Listen to a Speaker Support an Opinion | No | No | No | No | Yes | Yes | Yes |
Speaking
Table 2 lists the task types assessed in the Speaking domain and indicates whether the task was assessed in a particular grade level or grade span.
| Speaking Tasks | K | Grade 1 | Grade 2 | Grade Span 3–5 | Grade Span 6–8 | Grade Span 9–10 | Grade Span 11–12 |
|---|---|---|---|---|---|---|---|
| Talk About a Scene | Yes | Yes | Yes | Yes | Yes | Yes | Yes |
| Speech Functions | No | No | Yes | Yes | Yes | Yes | Yes |
| Support an Opinion | Yes | Yes | Yes | Yes | Yes | Yes | Yes |
| Retell a Narrative | Yes | Yes | Yes | Yes | No | No | No |
| Present and Discuss Information | No | No | No | No | Yes | Yes | Yes |
| Summarize an Academic Presentation | Yes | Yes | Yes | Yes | Yes | Yes | Yes |
Reading
Table 3 lists the task types assessed in the Reading domain and indicates whether the task was assessed in a particular grade level or grade span.
| Reading Tasks | K | Grade 1 | Grade 2 | Grade Span 3–5 | Grade Span 6–8 | Grade Span 9–10 | Grade Span 11–12 |
|---|---|---|---|---|---|---|---|
| Read-Along Word with Scaffolding | Yes | No | No | No | No | No | No |
| Read-Along Story with Scaffolding | Yes | No | No | No | No | No | No |
| Read-Along Information | Yes | No | No | No | No | No | No |
| Read and Choose a Word | No | Yes | No | No | No | No | No |
| Read and Choose a Sentence | No | Yes | Yes | Yes | No | No | No |
| Read a Short Informational Passage | No | Yes | Yes | Yes | Yes | Yes | Yes |
| Read a Student Essay | No | No | No | Yes | Yes | Yes | Yes |
| Read a Literary Passage | No | Yes | Yes | Yes | Yes | Yes | Yes |
| Read an Informational Passage | No | Yes | Yes | Yes | Yes | Yes | Yes |
Writing
Table 4 lists the task types assessed in the Writing domain and indicates whether the task was assessed in a particular grade level or grade span.
| Writing Tasks | K | Grade 1 | Grade 2 | Grade Span 3–5 | Grade Span 6–8 | Grade Span 9–10 | Grade Span 11–12 |
|---|---|---|---|---|---|---|---|
| Label a Picture—Word, with Scaffolding | Yes | No | No | No | No | No | No |
| Write a Story Together with Scaffolding | Yes | Yes | Yes | No | No | No | No |
| Write an Informational Text Together | No | Yes | Yes | No | No | No | No |
| Describe a Picture | No | Yes | Yes | Yes | Yes | Yes | Yes |
| Write About an Experience | No | Yes | Yes | Yes | Yes | Yes | Yes |
| Write About Academic Information | No | No | No | Yes | Yes | Yes | Yes |
| Justify an Opinion | No | No | No | Yes | Yes | Yes | Yes |
Summative Alternate ELPAC Reporting
The Summative Alternate ELPAC reports overall score, overall performance level, and a description of what a student can do at each proficiency level. The intention of the descriptions is to interpret what a student can do at an individual level on the basis of Summative Alternate ELPAC results. For example, it is expected that students who achieve Level 3 have sufficient English skills to communicate and learn in school, but the student may need occasional help with English to learn grade-level content in the same manner as non-ELs who have the most significant cognitive disabilities.
A Note about Universal Tools, Designated Supports, and Accommodations
The CDE California Assessment Accessibility Resources Matrix lists the available ELPAC accessibility resources
The five parts of the Matrix are as follows:
- Part 1—Universal tools
- Part 2—Designated supports
- Part 3—Accommodations
- Part 4—Instructional supports and resources for the alternate assessments
- Part 5—Unlisted resources
Universal tools are available to all students per student preference and selection; designated supports are available to students by teacher recommendation. Accommodations are available to students with documented need in a student’s IEP or Section 504 plan.
The use of universal tools, designated supports, or accommodations does not change the way scores are reported. The score for a student who used an unlisted resource that changes the construct being measured will be noted on the SSR but will not be included in the mean scale score for aggregate reporting because the student is listed as having an invalid score.
Test administration for the Summative Alternate ELPAC allows for the test examiner to provide any instructional support, identified in students’ IEPs, needed by the student to access the test questions and tasks.
Accessibility resources are assigned in TOMS. LEA ELPAC coordinators and site ELPAC coordinators can download a report of all assigned student accessibility resources through TOMS. These users can download the ELPAC Student Test Setting Report for this information.
Embedded Accessibility Resources
Embedded universal tools, designated supports, and accommodations are digital accessibility resources that are available in the computer-based summative assessments and do not change the construct being measured. For example, the use of a digital notepad during any ELPAC computer-based assessment does not change what is being measured.
Non-embedded Accessibility Resources
Non-embedded universal tools, designated supports, and accommodations are offered outside the computer-based test delivery system and do not change the construct being measured. For example, the use of scratch paper during any ELPAC test does not change what is being measured.
Instructional Supports and Resources for the Alternate Assessments
Most universal tools, designated supports, and accommodations listed in the California Assessment Accessibility Resources Matrix are available through the test delivery system and available to students taking the Summative Alternate ELPAC. However, because the Summative Alternate ELPAC is administered to students one-on-one by a test examiner, some embedded resources are not provided.
Unlisted Resources
“Unlisted resources” are non-embedded accessibility resources, identified in the student’s IEP or Section 504 plan, that a student regularly uses in daily instruction, assessment, or both, and have not been previously identified as a universal tool, designated support, or accommodation in parts 1, 2, or 3 of the California Assessment Accessibility Resources Matrix. Unlisted resources may fundamentally change what is being measured.
Part 5 of the Accessibility Matrix includes an inventory of unlisted resources that are already identified and preapproved. During the 2021–22 ELPAC administration, an LEA ELPAC coordinator or a site ELPAC coordinator would use TOMS to submit a request for use of an unlisted resource. A request for an unlisted resource that was not preidentified was sent to the CDE for review and adjudication.
If the CDE determines the unlisted resource changes the construct being measured—for example, if a student in grade four uses a non-embedded calculator—the unlisted resource may be approved and used by the student. The student will receive an SSR, but the student’s score may not be valid (5 CCR, Section 11518.37[d][1]).