Assessing English Language Learners With ELPAC

Stephanie Vosicka

National University

ITL 602

6/29/18

Professor Green
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Abstract

This paper will analyze what the English Language Proficiency Assessments for

California (ELPAC) testing is and how it can help teachers better prepare their English Learner

(EL) students for class. By examining a student’s ELPAC score, parents can be more actively

involved with their student’s progress and teachers can find the appropriate resources needed to

help the student receive an equal opportunity at learning. The content and organization of this

essay follows an APA formatting style in order to better understand how teachers and parents

can benefit from the ELPAC testing.

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Before The ELPAC:

Before the English Language Proficiency Assessments for California (ELPAC) test there

was an exam called California English Language Development Test (CELDT). The reason why

the state of California has decided change its exam format was because of an update in the

English Language Development (ELD) standards (CA Department of Education, 2018). The

main difference between the two exams, besides the updated ELD standards, is that the ELPAC

exam has two separate exams. One used as a brief initial assessment and the second used as an

annual summative assessment. Previously, the CELDT exam used only one exam for initially

assessing and testing out English learner students. The ELPAC exam also has more refined

categories of performance levels, from five to three categories, and a separate exam for ninth to

tenth and eleventh to twelfth graders, unlike having the same exam administered for all ninth to

twelfth graders in the CELDT exam (CA Department of Education, 2018). However both exams

still contain four separate domains that the student is scored on which include: listening,

speaking, reading, and writing.

The Purpose of ELPAC:

The ELPAC exam tests students from kindergarten through twelfth grade on their English

language proficiency through four subsets: listening, speaking, reading and writing (CA

Department of Education, 2017). According to state and federal laws, it is required that local

education agencies administer this test to both newly enrolled students, whose primary language

is not English, and to students who are or have not been categorized as an English learners (CA

Department of Education, 2018). Students will continue to be given this exam annually until they

meet the 2012 California ELD standards. The purpose of this exam is to identify and aid any

student who needs extra help with learning English in order to perform better in school and to
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fully understand any curriculum given in class (CA Department of Education, 2017). This exam

can also be administered to students with disabilities. Since the exam covers a wide scope of

accessible resources, almost any student with visual, auditory or physical barriers can still take

the exam because of how comprehensive it is (CA Department of Education, 2017). However if

a student does have a disability that prevents them from taking one or more domains with their

accommodations or designated supports then an alternative assessment, as noted in their

individualized education program, will be used (CA Department of Education, 2017).

The exam is administered as two separate exams, one for an initial assessment and the

second as a summative assessment. The initial assessment serves as a base line to identify what

students are either English learners or fluent speakers. The second exam is a summative exam,

given annually between February and May, and is used to determine if a student is ready to be

reclassified as a fluent speaker or one in need of additional aid (CA Department of Education,

2017). The second exam is often used as a progress reports for both teachers and parents to see

what personal improvements are made over time. The exam consists of three proficiency levels

referred to as emerging, expanding, and bridging; where emerging requires substantial linguistic

support, expanding requires moderate support and bridging requires light support (CA

Department of Education, 2018).

How Parents and Teachers Can Benefit:

Parents can be involved prior and after their child takes the ELPAC exam. Prior to the

exam parents can read or have their child read to them in English in order to monitor their

reading and comprehension skills. Also placing a larger emphasis on the exam’s potential future

impacts with their classroom placement can better help the student understand why the exam is

important to take in the first place (CA Department of Education, 2018). After the child takes
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their exam and the results are posted online, parents should encourage setting up a time to speak

with their child’s teacher about which areas of learning English he or she might need extra help

with (CA Department of Education, 2018). This level of communication between teachers and

parents can only help benefit the student by attaining the appropriate resources necessary for

them to succeed in school.

When teachers view a student’s ELPAC annual summative test results the exam can give

the teacher a quick glance at what the student has improved on. If there is no growth or

improvement then the teacher can think about what possible changes in curriculum or

instructional strategies could better help the student (Sonoma County Office of Education, 2018).

A example of this in the classroom could be when a teacher is identifying specific standards to

implement into their lesson plan. By having a greater awareness for the individual needs of an

English learner, teachers can either start to include ELD standards into their lesson plans or focus

on how to make their content more ELD friendly (Sonoma County Office of Education, 2018).

Also communicating with a student’s parents allows the teacher to reach out and explain what

other available resources their child can gain access to (such as extra time in school dedicated to

ELD or dedicating more time at home to help the student strengthen their English speaking

skills).
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Resources

CA Department of Education. (2018, January). Comparison of the CELDT to the ELPAC.

Retrieved from https://www.cde.ca.gov/ta/tg/ep/celdtelpaccompare.asp

CA Department of Education. (2017, August). English Language Proficiency Assessments for

California (ELPAC) Fact Sheet. Retrieved from

https://www.cde.ca.gov/ta/tg/ca/documents/elpacassessmentfs.pdf

CA Department of Education. (2018). Frequently Asked Questions (FAQ). Retrieved from

https://www.elpac.org/resources/faq/

CA Department of Education. (2017, August). The English Language Proficiency Assessments

for California (ELPAC). Retrieved from

https://www.cde.ca.gov/ta/tg/ep/elpacparentguide.asp

CA Department of Education. (2018, June). Understanding Your Student Score Report English

Language Proficiency Assessments for California (ELPAC). Retrieved from

https://www.elpac.org/s/pdf/ELPAC.Understanding-Your-Student-Score-Report-Guide-

Summative.2017-18.English.pdf

Sonoma County Office of Education. (2018). CELDT and ELPAC. Retrieved from

https://www.scoe.org/pub/htdocs/improving-eld.html