English Learner Services

The English Language Proficiency Assessments for California (ELPAC) is the required state test for English language proficiency (ELP) that must be given to students whose primary language is a language other than English. State and federal law require that local educational agencies administer a state test of ELP to eligible students in kindergarten through grade twelve. The California Department of Education (CDE) transitioned from the California English Language Development Test (CELDT) to the ELPAC as the state ELP assessment in 2018. The ELPAC is aligned with the 2012 California English Language Development Standards. It consists of two separate ELP assessments: one for the initial identification of students as English learners (ELs), and a second for the annual summative assessment to measure a student’s progress in learning English and to identify the student's level of ELP.

Resources for parents to learn more about the English Language Proficiency Assessments for California (ELPAC). https://www.cde.ca.gov/ta/tg/ep/elpacparentresource.asp

Las evaluaciones de dominio del idioma inglés para California (ELPAC) es el examen estatal requerido para el dominio del idioma inglés (ELP) que se debe dar a los estudiantes cuyo idioma principal es un idioma distinto del inglés. Las leyes estatales y federales requieren que las agencias educativas locales administren una prueba estatal de ELP a los estudiantes elegibles desde el jardín de infantes hasta el grado doce. El Departamento de Educación de California (CDE) pasó de la Prueba de Desarrollo del Idioma Inglés de California (CELDT) al ELPAC como la evaluación estatal de ELP en 2018. El ELPAC está alineado con los Estándares de Desarrollo del Idioma Inglés de California 2012. Consiste en dos evaluaciones ELP separadas: una para la identificación inicial de los estudiantes como aprendices de inglés (EL),

Recursos para que los padres aprendan más sobre las evaluaciones de dominio del idioma inglés para California (ELPAC). https://www.cde.ca.gov/ta/tg/ep/elpacparentresource.asp

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SMCJUHSD EL Master Plan 2022

“Starting Smarter” Family Website for the ELPAC

To help empower parents/guardians and families to become partners in their children’s academic success, the California Department of Education and the Smarter Balanced Assessment Consortium have created the “Starting Smarter” family website for the English Language Proficiency Assessments for California (ELPAC).

Using this website, families can become involved in their child’s progress and:

Learn more about the performance areas in each subject and grade.
See sample test questions.
Prepare for parent-teacher conferences with a useful downloadable

guide.

Access high-quality resources to support learning at home.
See explanations of sample Student Score Reports.

"Starting Smarter" for the ELPAC can be found in English and in Spanish at https://elpac.startingsmarter.org/.

You Can Access CAASPP and Initial/Summative ELPAC Student Score Reports Electronically!

Each year all students who are English Learners are assessed annually on their English Language Proficiency through the English Learner Proficiency Assessment in California (ELPAC). The California Department of Education has developed an electronic process for each school district to share student scores for ELPAC. All State Assessment Student Score Reports are available electronically through the Parent Portal of our Student Information System, "Q". Please note that due to the Shelter in Place Order and global pandemic the 2020 ELPAC and 2020-21 CAASPPs were not administered. In the spring of 2021, the MAP Growth local assessment was used in lieu of the 2021 CAASPP. Consequently, there are no reports for ELPAC/CAASPP for these years in ‘Q’.

Currently, all Student Score Reports for the previous three years of ELPAC are available in the parent portal of our Student Information System, Aequitas Solutions, better known as "Q". All parents and guardians can access these reports by logging in to the Parent Portal and clicking on the Testing tab (on the left hand side of the dashboard), then scrolling down to "CA Electronic Score Reports" to view downloadable PDFs of the ELPAC and CAASPP score reports. It is recommended to access the parent portal with a desktop, laptop or tablet for optimal viewing.

Parents and guardians can access these reports by logging into the Parent Portal and clicking on the Testing tab, as illustrated in these links:

English. Spanish. Chinese

English Learner Proficiency Assessments for California (ELPAC)

What is the ELPAC?
The ELPAC, or English Language Proficiency Assessments for California, is the state’s required English language proficiency test for students who have a primary language other than English in their household. The ELPAC helps to identify students who need help in learning English, so they can get the language support they need to do well in school and access the full curriculum. State and federal law require that local educational agencies administer a state test of English Language Proficiency (ELP) to eligible students in kindergarten through grade twelve. The test is also administered to students in the first year of a two-year kindergarten program, otherwise known as "Transitional Kindergarten" (TK).

The California Department of Education (CDE) transitioned from the CELDT to the ELPAC as the state ELP assessment in 2018. The ELPAC is aligned with the 2012 California English Language Development Standards, and consists of four domain areas: Speaking, Listening, Reading, and Writing. Students obtain scores in each of these domains, plus overall performance scores in Oral Language and Written Language, and an Overall Performance Score. There are two versions of the ELPAC which are administered at different times in a student's academic career:

The "Initial ELPAC" is given only once at the beginning of a student's tenure in the California school system in order to identify students who may need additional support in learning English. The Initial ELPAC is a computer-administered test administered in six grade spans: TK/K, 1, 2, 3–5, 6–8, and 9–12. In TK through grade 2, all domains are administered individually by a trained test examiner, except that the grade 2 Writing Domain can be administered in small groups. In grades 3–12, the test can be administered in groups except for the Speaking Domain, which is assessed one-on-one at all age levels. For grades TK-2, the writing portion of the test is completed in a paper and pencil format. The results of the Initial ELPAC identify a student either as "Initially Fluent English Proficient (IFEP), in which case the student will not be considered to be an English Learner in CA public schools, or as an English Learner at either the "Novice" or Intermediate" levels.
The "Summative ELPAC" is administered annually (between Feb. 1 and May 31) to measure a student’s progress in learning English and to identify the student's current level of ELP. The Summative ELPAC is given only to students who have been identified previously as English Learners on the Initial ELPAC. These students will take the assessment every year until they are reclassified as "Fluent English Proficient (RFEP)". The Summative ELPAC is a computer-administered test administered in seven grade spans: TK/K, 1, 2, 3–5, 6–8, 9–10, and 11–12. In TK through Grade 2, all domains are administered individually except that the grade 2 Writing domain can be administered in small groups. In grades 3–12, the test can be administered in groups exclusive of the Speaking domain, which is always one-on-one. For grades TK through 2, the writing domain is completed in a paper and pencil format.

Parent Information Resources: Click here for ELPAC Resources for Parents including a video introduction to the initial ELPAC in English and Spanish, links to parent guides for initial and summative ELPAC, practice tests, and information about understanding initial and summative ELPAC student score reports.

The ELPAC Parent Guide to Understanding is published in English and also in the following translations:

Arabic - English Language Proficiency Assessments for California, Parent Guide to Understanding (PDF)
Chinese (simplified) - English Language Proficiency Assessments for California, Parent Guide to Understanding (PDF)
Chinese (traditional) - English Language Proficiency Assessments for California, Parent Guide to Understanding (PDF)
Pilipino (Tagalog) - English Language Proficiency Assessments for California, Parent Guide to Understanding (PDF)
Russian - English Language Proficiency Assessments for California, Parent Guide to Understanding (PDF)
Spanish - English Language Proficiency Assessments for California, Parent Guide to Understanding (PDF)
Vietnamese - English Language Proficiency Assessments for California, Parent Guide to Understanding (PDF)

ALTERNATE ELPAC

New in 2021-22: The Alternate ELPAC operational field test replaced all locally determined alternate assessments for summative purposes and, for the first time, provided a consistent, standardized measurement of ELP across the state for students with the most significant cognitive disabilities. LEAs continued to administer a locally determined alternate assessment for Initial classification through the 2021–22 school year. The Initial Alternate ELPAC will become operational starting July 1, 2022.

Introduction to the Alternate ELPAC for Parents Video: English (Video; 09:26) (Posted 11/05/20)
Introduction to the Alternate ELPAC for Parents Video: Spanish (Video; 10:53) (Posted 02/19/21)

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FAQ (Frequently Asked Questions) About the English Language Proficiency Assessments for California (ELPAC):

What is the purpose of the ELPAC?

State law (California Education Code sections 313 and 60810) and federal laws (Titles I and III of the Elementary and Secondary Education Act [ESEA]) require that local educational agencies (LEAs) administer a state test of English language proficiency to (1) newly enrolled students whose primary language is not English, as an initial assessment, and (2) students who are English learners (ELs), as an annual summative assessment (SA). For California’s public school students, this test is the ELPAC.

The ELPAC is used to assess and monitor EL students’ progress toward English language proficiency. EL students continue to take the ELPAC SA annually until they meet their LEA’s reclassification criteria.

Can parents/guardians opt their child out of the English Language Proficiency Assessments for California (ELPAC)?

No. Parents/Guardians cannot opt their child out of the ELPAC. State and federal law (California Education Code sections 313 and 60810 and federal law Titles I and Ill of the Every Student Succeeds Act) require that all students whose primary language is other than English be assessed for English language proficiency. The legal basis for requiring English language proficiency testing is that all students have the right to an equal and appropriate education, and any English language limitations (left unidentified and/or unaddressed) could preclude a student from accessing that right.

Which students are required to take the ELPAC?

Students with a primary language other than English, as determined by a home language survey, who have not taken the California English Language Development Test (CELDT) or ELPAC before and who have not been previously classified as an EL, must take the ELPAC Initial Assessment (IA).

Students designated as ELs via the CELDT or ELPAC IA are required to take the ELPAC SA annually until they are reclassified as fluent English proficient.

Do we test students in year one of a two year kindergarten program (frequently referred to as "transitional kindergarten")?

Yes. Students in year one of a two year kindergarten program will take the kindergarten test. All students enrolled in the LEA in year one of a two year kindergarten program, whose primary language is other than English, as determined by a home language survey, must be administered the ELPAC within 30 calendar days of enrollment or 60 calendar days prior to instruction, but not before July 1.

If a student enters CA partway through the school year, takes the ELPAC IA (initial exam) and is classified as an EL during the ELPAC Summative Assessment (SA) administration window, will the student be required to take the ELPAC SA as well?

Yes, if a student takes the ELPAC IA and is classified as an EL prior to May 31, the student will be required to take the ELPAC SA as well during that testing window.

Are there guidelines for individualized education program (IEP) teams to determine the necessary accommodations for students with disabilities?

Test Resources

Students may need testing resources in order to complete one or more domains of the ELPAC, such as universal tools, designated supports, accommodation(s), or an alternate assessment. IEP teams and Test Examiners who are accessing resources for test administration should refer to the CA Assessment Accessibility Resources Matrix , which is found on the California Department of Education (CDE) Assessment Information web page. There is a Braille version of the ELPAC.

Accommodations

Accommodations or alternate assessments should be noted in a student’s IEP or Section 504 plan.

Is there an alternate assessment that is recommended by the state?

IEP teams may determine that a student is unable to participate in one or more domains of the ELPAC, even with accommodations, due to short- or long-term disabilities. In this instance, the IEP team may determine that the student should be tested with an alternate assessment. Students who took an alternate assessment prior to the 21-22 new Alternate ELPAC, received the Lowest Obtainable Scale Score (LOSS) for each ELPAC domain marked as an alternate assessment. The student score report also indicated that the student received an alternate assessment.

New for 2021-22: The Alternate ELPAC operational field test replaced all locally determined alternate assessments for summative purposes and, for the first time, provided a consistent, standardized measurement of ELP across the state for students with the most significant cognitive disabilities. LEAs continued to administer a locally determined alternate assessment for initial classification through the 2021–22 school year. The Initial Alternate ELPAC will become operational starting July 1, 2022.

Student Scores and Results Resources

CAASPP Starting Smarter website
ELPAC Starting Smarter website

The Starting Smarter websites help parents understand student scores and reports, view sample test questions, and provide additional free resources to support your child’s learning.

Understanding the Summative ELPAC Score Report—English (Video; 11:55) (Posted 09/15/21)
Understanding the Summative ELPAC Score Report—Spanish (Video; 14:41) (Posted 12/01/21)

This video will walk viewers through how to understand a student’s Summative ELPAC Score Report. The video walks the viewer through the score report of a sample student describing the meaning of the information contained in each section.

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Parent Engagement

The Governing Board recognizes that parents/guardians are their children's first and most
influential teachers and that sustained parent involvement in the education of their children
contributes greatly to student achievement and a positive school environment. The
Superintendent or designee shall work with staff and parents/guardians to develop meaningful
opportunities at all grade levels for parents/guardians to be involved in district and school
activities; advisory, decision-making, and advocacy roles; and activities to support learning at
home.

La Junta de Gobierno reconoce que los padres/tutores son los primeros y más importantes maestros influyentes de sus hijos y esa participación sostenida de los padres/tutores en la educación de sus hijos contribuyen en gran medida al estudio estudiantil y al ambiente escolar positivo. EL Superintendente o persona designada deberá consultar con los padres/tutores y miembros de familia en el desarrollo de oportunidades significativas para que se involucren en actividades del distrito y la escuela de todos niveles de grado; funciones de asesoramiento, toma de decisiones y defensa; y actividades para el aprendizaje en casa.

Become involved join us in the District English Learner Advisory Committee (DELAC)/Participe y únase a nosotros en el Comité Asesor de Aprendices de Inglés del Distrito (DELAC)

District English Learner Advisory Committee

This committee is comprised of parents, school staff, and members of the community with the purpose of advising school officials about the services and programs for English Language Learners.

Each California public school district, grades kindergarten through 12, with 51 or more English Learners must form a District English Learner Advisory Committee (DELAC) or subcommittee of an existing district-wide advisory committee.

Comité Asesor de Padres a Nivel de Distrito

Este comité está compuesto de padres, personal docente, y miembros de la comunidad con el propósito de aconsejar a los oficiales sobre los servicios y programas para los alumnos aprendices de inglés.

Cada distrito escolar, del kindergarten al grado 12 con 51 o más alumnos aprendices del inglés debe formar un Comité Asesor de Padres del Inglés a Nivel de Distrito (DELAC) o un subcomité de un comité similar ya en existencia.

2023-2024 DELAC Meeting Dates/ Fechas de Reuniones DELAC

Date/Fecha	Location/Ubicación	Time/Horario
August 24/24 de Agosto, 2023	King City HS Library/ Bibliotheca de King City HS	6:00PM-7:00PM
September 28/Septiembre 28, 2023	Greenfield HS Library/ Bibliotheca de King City	6:00PM-7:00PM
October 26/ 26 de Octubre, 2023	King City HS Library/ Bibliotheca de King City HS	6:00PM-7:00PM
November 30/30 de Noviembre, 2023	Greenfield HS Library/ Bibliotheca de King City	6:00PM-7:00PM
January 25/25 de Enero 2024	King City HS Library/ Bibliotheca de King City HS	6:00PM-7:00PM
February 22/22 de Febrero, 2024	Greenfield HS Library/ Bibliotheca de King City	6:00PM-7:00PM
March 21/ 21 de Marzo, 2024	King City HS Library/ Bibliotheca de King City HS	6:00PM-7:00PM
April 25/25 de Abril, 2024	Greenfield HS Library/ Bibliotheca de King City	6:00PM-7:00PM
Mayo 16/16 de Mayo, 2024	King City HS Library/ Bibliotheca de King City HS	6:00PM-7:00PM

FREQUENTLY ASKED QUESTIONS

What is ELD?

English Language Development (ELD) means instruction designed specifically for English language learners to develop listening, speaking, reading, and writing skills in English.

Who is eligible for ELD?

Students who have a primary home language other than English and who are not yet proficient in English are eligible for ELD.

What is the criteria for inclusion in an ELD Program?

The Home Language Survey (HLS) is completed by parents upon their student's initial enrollment in CA public schools. If the survey filled out during PUSD enrollment indicates a home language influence other than English, the Assessment and Accountability Department will review California Longitudinal Pupil Achievement Data System (CALPADS) history. If CALPADS records show an EL proficiency history from another CA public school, that EL status follows the student into PUSD and the original HLS completed on first enrollment in another district will take precedence over the HLS completed at PUSD. If there is no previous CA public school history and this is the student's first enrollment in a CA school, then they will take the Initial English Language Proficiency Assessment for California (ELPAC) to determine the student's proficiency level. Students who score "Novice" or "Intermediate" on the Initial ELPAC, or who have pre-existing CALPADS records as English Learners through previous CA public school assessments, will be eligible for ELD programming. The Assessment and Accountability Department will update the EL proficiency in Q to match CALPADS records and the most recent ELPAC assessment results.

What is the typical timeline for an average student to develop proficiency in an academic language?

The time it takes learners to become proficient in English varies considerably. Second language acquisition research suggests that students develop basic social and interpersonal communications skills within two years. However, reaching "native-like proficiency" in academic language may take from five to nine years with appropriate support. Without appropriate support, an English Learner / Emergent Bilingual student is unlikely to achieve competency in the academic English that is necessary to succeed in school.

What is the difference between Designated and Integrated ELD?

Designated ELD is defined as core instruction provided during a time during the regular school day for focused teaching and learning using the state-adopted ELD standards to assist English Learner / Emergent Bilingual students to develop critical English language skills necessary for academic content learning in English. (California Code of Regulations, Title 5 [5 CCR] Section 11300[a])

Integrated ELD is defined as core instruction in which the state-adopted ELD standards are used in tandem with the state-adopted academic content standards. Integrated ELD includes specifically designed academic instruction in English. (5 CCR Section 11300[c])

Is Designated ELD required as part of the regular school day?

Yes. The California Code of Regulations section 11300(a) states that Designated English language development is “core instruction provided during a time set aside in the regular school day…”. Designated ELD is part of the core curriculum, which is taught during an instructional day.

How does instruction different during Designated ELD time versus an Integrated ELD lesson?

How does instruction differ during Designated ELD time versus an Integrated ELD lesson?

During Designated ELD, instruction is focused on the ELD standards and specifically supports English Learner / Emergent Bilingual students in the acquisition of the English language. During Integrated ELD, the instruction is focused on the content standards (i.e. Math, Science, History) with academic language supports and instruction in English.

Designated ELD at the Secondary level continues to include instruction specific to the acquisition of English. Integrated ELD at the secondary level supports English Learners/ Emergent Bilingual students in content courses, by providing them access to the content through strategies and supports in language.

How does a student exit an ELD program or Reclassify?

Reclassification is the process where students move from English Learner status to fluent English proficient status (Redesignated Fluent English Proficient - RFEP). PUSD uses multiple criteria in determining whether to reclassify a student and includes: English Language Proficiency Assessment for California (ELPAC) scores, Academic Achievement, Teacher Evaluation, and Parent Consultation.

How are RFEP students monitored?

In accordance with existing California regulations, SMCJUHSD is required to monitor students for four years after reclassification to ensure they are making adequate progress towards grade level academic standards. Site English Learner Liaisons and teachers document students’ progress during each academic year for four years and provide targeted interventions to students when needed.