Overview

Before administering a test session, verify that the following tasks have been completed:

• Verify student test settings in TOMS are up to date, such as confirming designated supports and accommodations. The TE may add designated supports for the student at the time of testing.
• Verify the student is registered for the Initial Alternate ELPAC in TOMS.
• Print or download a copy of the DFA a few days prior to the test to gather all materials for testing, prepare print-on-demand if necessary, and print out or assemble picture cards, etc. It is recommended that TEs thoroughly read the entire PFA and DFA prior to the test to properly understand and administer the test.
• Be familiar with the student’s preferred modes of communication (e.g., eye gaze, AAC device, pointing, etc.)
• Verify the security of the testing environment. (Refer to the Security of the Test Environment subsection of this manual.)
  • All displayed instructional materials (for example, vocabulary charts, etc.) are covered or taken down.
  • “TESTING IN PROGRESS—DO NOT DISTURB” signs are posted outside of the testing room.
• Ensure that the student does not have access to digital, electronic, or manual devices (e.g., cell phones, smart watches) during testing, unless it is an approved accessibility resource.
• Launch the Test Administrator Interface and secure browser on a separate device before the student approaches the test to begin testing.

For the 2023–24 Initial Alternate ELPAC, there is a DFA for kindergarten, grade one, grade two, grade span three through five, grade span six through eight, and grade span nine through twelve. The DFA must be used each time a test is administered.

These DFAs will be available to LEA ELPAC coordinators, site ELPAC coordinators, and ELPAC TEs for downloading and printing in the TOMS [Resources] tab.

The Initial Alternate ELPAC measures the four domains of Listening, Reading, Speaking, and Writing in an integrated manner; that is, a single task type assesses multiple domains. The task type—that is, a story and its related test questions—for this test consists of receptive (Listening and Reading) and expressive (Speaking and Writing) item types (figure 1). To ensure students with the most significant cognitive disabilities can fully access and participate in the Initial Alternate ELPAC, these four domains are assessed via students’ individually preferred receptive and expressive communication modes.

Figure 1. Receptive and expressive item types

The use of receptive and expressive test questions on the Initial Alternate ELPAC allows maximum flexibility for students to demonstrate their English proficiency through the means that are most consistent with how they are able to communicate in the classroom and in everyday contexts, inclusive of listening, reading, speaking, and writing, as well as alternate modes of communication. Note that in the administration scripts, receptive test questions are marked with an “R” [] icon, and expressive test questions with an “E” [] icon. Note that to be counted as having participated and to receive an SSR, each student must be administered, at a minimum, one receptive item and one expressive item from anywhere within the assessment. Please note that a “Mark as No Response” is also considered a valid response and, therefore, counts as a completed item. LEAs can refer to the Alternate ELPAC Participation and Scoring flyer for more information.

To ensure that all students are tested under the same conditions, the TE should adhere to the DFA script for administering the test. However, in some circumstances, directions may be provided in alternate ways, such as using alternative text as indicated in the DFA. All directions that a TE needs to read to the student are indicated by the word “SAY” and are in boxes so that they stand out from the regular text. They should be read exactly as they are written, using a natural tone and manner. If the TE makes a mistake in reading a direction, then the TE should stop and say, “I made a mistake. Let me say it correctly.” Then the direction should be reread. Only modify the script according to what is allowed in the DFA. These instructions can be found in the DFA. When asked, the TE should answer questions raised by a student and provide encouragement but should never help the student with specific test questions.

When preparing to administer the Initial Alternate ELPAC to a student, decide whether individualization is appropriate. If so, gather the appropriate materials before testing with the student. A summary of materials that may be needed can be found in appendix A of the DFA.

Optional individualization provides for the use of real objects, manipulatives, or picture cards.

• The picture cards can be printed for student use. These can be ordered from SCOE at elpac@scoe.net or downloaded from the [Resources] tab in TOMS.
• The picture cards can be programmed into a student’s AAC device.

TEs should make sure the student is engaged with the manipulatives, objects, or picture cards and not the testing screen.

Remember that the DFA must be used each time a test is administered.

Note the following before beginning a test session:

• All testing materials must be kept secure.
• LEA ELPAC coordinators and site ELPAC coordinators must electronically sign the Test Security Agreement and the Test Security Affidavit (found within TOMS, which can be accessed through the ELPAC website) prior to accessing the test materials.
• TEs, secondary TEs, and anyone handling test and training materials must sign the Test Security Affidavit prior to accessing the test materials or administering the test.
• Only a trained TE may administer the Initial Alternate ELPAC.
• The TE should be a staff member who is the most familiar with the individual needs of the student as well as the student’s individually preferred communication modes. Note, the staff member does not need to be certificated; however, the TE must be an employee of the LEA.
• The student must not be exposed to the test questions or content before the actual testing.