Understanding Your ELPAC Scores

  • Initial ELPAC Score Guide

    Overall Score and Levels

    Your child’s overall score and performance level are shown. This test has three performance levels:

    1. NOVICE (Novice English Learner) - Students at this level haveminimally developed oral (listening and speaking) and written (reading and writing) English skills. They tend to rely on learned words and phrases to communicate meaning at a basic level. They need substantial-to-moderate linguistic support to communicate in familiar social and academic contexts; they need substantial linguistic support to communicate on less familiar tasks and topics. This test performance level corresponds to the “Emerging” proficiency level as described in the 2012 ELD Standards

     

    2. INT (Intermediate English Learner) - Students at this level have somewhat developed tomoderately developed oral (listening and speaking) and written (reading and writing) skills. This level captures a broad range of English learners, from those who can use English only to meet immediate communication needs to those who can, at times, use English to learn and communicate in meaningful ways in a range of topics and content areas. They may need some degree of linguistic support to engage in familiar social and academic contexts (depending on the student, the level of support needed may be moderate, light, or minimal); they may need substantial-to-moderate support to communicate on less familiar tasks and topics. This test performance level corresponds to the entire “Expanding” proficiency level and to the lower range of the “Bridging” proficiency level as described in the 2012 ELD Standards

     

    3. IFEP (Initial Fluent English Proficient) - Students at this level have well developed oral (listening and speaking) and written (reading and writing) skills. They can use English to learn and communicate in meaningful ways that are appropriate to different tasks, purposes, and audiences in a variety of social and academic contexts. They may need occasional linguistic support to engage in familiar social and academic contexts; they may need light support to communicate on less familiar tasks and topics. This test performance level corresponds to the upper range of the “Bridging” proficiency level as described in the 2012 California English Language Development Standards, Kindergarten Through Grade Twelve(2012 ELD Standards). 

    Oral and Written Language Levels

    Your child’s overall score is a combination of the oral language level (listening and speaking) and the written language level (reading and writing). These sections have three performance levels:

    1. MINIMALLY = Minimally Developed
    2. SW to MOD = Somewhat to Moderately Developed
    3. WELL = Well Developed

     Domain Scores

    You child’s scores in the domains of Listening, Speaking, Reading, and Writing are viewable as raw scores. These scores are converted and calculated to determine the oral, written, and overall performance levels.

    Initial ELPAC Overall Scale Score Ranges:

    Novice: 150-369 Intermediate: 370–449 Initial Fluent English Proficient: 450–600

    The Overall score consists of the student’s Oral Language score and Written Language score. The Oral Language score consists of the student’s scores from the Speaking and Listening domains. The Written Language score consists of the student’s scores from the Reading and Writing domains. The weighting of the Oral and Written Language scores is based on the student’s grade level.

    In kindergarten, the weighting of the Initial ELPAC Overall score is 90 percent Oral Language and 10 percent Written Language.

    In first grade, the weighting of the Initial ELPAC Overall score is 70 percent Oral Language and 30 percent Written Language.

    In grades two through twelve, the weighting of the Initial ELPAC Overall score is 50 percent Oral Language and 50 percent Written Language.

     

     

    Summative ELPAC Score Guide

    Overall Score and Levels

    Your child’s overall score and performance level are shown. This test has four performance levels:

    1 - English learners at this level have minimally developed oral (listening and speaking) and written (reading and writing) English skills. They tend to rely on learned words and phrases to communicate meaning at a basic level. They need substantial-to-moderate linguistic support to communicate in familiar social and academic contexts; they need substantial linguistic support to communicate on less familiar tasks and topics. This test performance level corresponds to the “Emerging” proficiency level as described in the CA ELD Standards.

    2 - English learners at this level have somewhat developed oral (listening and speaking) and written (reading and writing) skills. They can use English to meet immediate communication needs but often are not able to use English to learn and communicate on topics and content areas. They need moderate-to-light linguistic support to engage in familiar social and academic contexts; they need substantial-to-moderate support to communicate on less familiar tasks and topics. This test performance level corresponds to the low- to mid-range of the “Expanding” proficiency level as described in the CA ELD Standards.

    3 - English learners at this level have moderately developed oral (listening and speaking) and written (reading and writing) skills. They can sometimes use English to learn and communicate in meaningful ways in a range of topics and content areas. They need light-to-minimal linguistic support to engage in familiar social and academic contexts; they need moderate support to communicate on less familiar tasks and topics. This test performance level corresponds to the upper range of the “Expanding” proficiency level through the lower range of the “Bridging” proficiency level as described in the CA ELD Standards.

    4 - English learners at this level have well developed oral (listening and speaking) and written (reading and writing) skills. They can use English to learn and communicate in meaningful ways that are appropriate to different tasks, purposes, and audiences in a variety of social and academic contexts. They may need occasional linguistic support to engage in familiar social and academic contexts; they may need light support to communicate on less familiar tasks and topics. This test performance level corresponds to the upper range of the “Bridging” proficiency level as described in the 2012 California English Language Development Standards, Kindergarten Through Grade 12 (CA ELD Standards).

    Oral and Written Language Score and Levels

    Your child’s overall score is a combination of the oral language level (listening and speaking) and the written language level (reading and writing). The levels for these domains are the same as the above section.

    Domain Scores

    Your child’s scores in the listening, speaking, reading, and writing domains are viewable as levels 1-3. They are described as follows:

    1 – Minimally Developed

    2 – Somewhat to Moderately Developed

    3 – Well Developed

    2018-19 Summative ELPAC Score Ranges

    Grade

    Score

    Level 1

    Level 2

    Level 3

    Level 4

    K

    Overall

    1150–1373

    1374–1421

    1422–1473

    1474–1700

    K

    Oral Language

    1150–1385

    1386–1426

    1427–1477

    1478–1700

    K

    Written Language

    1150–1345

    1346–1409

    1410–1462

    1463–1700

    1

    Overall

    1150–1410

    1411–1454

    1455–1506

    1507–1700

    1

    Oral Language

    1150–1407

    1408–1450

    1451–1492

    1493–1700

    1

    Written Language

    1150–1413

    1414–1458

    1459–1519

    1520–1700

    2

    Overall

    1150–1423

    1424–1470

    1471–1531

    1532–1700

    2

    Oral Language

    1150–1413

    1414–1459

    1460–1509

    1510–1700

    2

    Written Language

    1150–1432

    1433–1480

    1481–1553

    1554–1700

    3

    Overall

    1150–1447

    1448–1487

    1488–1534

    1535–1800

    3

    Oral Language

    1150–1434

    1435–1465

    1466–1511

    1512–1800

    3

    Written Language

    1150–1460

    1461–1508

    1509–1556

    1557–1800

    4

    Overall

    1150–1458

    1459–1498

    1499–1548

    1549–1800

    4

    Oral Language

    1150–1438

    1439–1471

    1472–1521

    1522–1800

    4

    Written Language

    1150–1477

    1478–1524

    1525–1574

    1575–1800

    5

    Overall

    1150–1466

    1467–1513

    1514–1559

    1560–1800

    5

    Oral Language

    1150–1446

    1447–1476

    1477–1532

    1533–1800

    5

    Written Language

    1150–1486

    1487–1549

    1550–1586

    1587–1800

    6

    Overall

    1150–1474

    1475–1516

    1517–1566

    1567–1900

    6

    Oral Language

    1150–1449

    1450–1483

    1484–1541

    1542–1900

    6

    Written Language

    1150–1498

    1499–1549

    1550–1591

    1592–1900

    7

    Overall

    1150–1480

    1481–1526

    1527–1575

    1576–1900

    7

    Oral Language

    1150–1455

    1456–1497

    1498–1553

    1554–1900

    7

    Written Language

    1150–1504

    1505–1555

    1556–1597

    1598–1900

    8

    Overall

    1150–1485

    1486–1533

    1534–1589

    1590–1900

    8

    Oral Language

    1150–1460

    1461–1504

    1505–1568

    1569–1900

    8

    Written Language

    1150–1509

    1510–1561

    1562–1609

    1610–1900

    The scale score for determining the Overall performance level on the Summative ELPAC for individual and group results are as follows:

    ■ Kindergarten; 70 percent Oral Language (Listening and Speaking) and 30 percent Written Language (Reading and Writing)

    ■ Grades one through twelve; 50 percent Oral Language (Listening and Speaking) and 50 percent Written Language (Reading and Writing)

     

    For more information about ELPAC you can go to: https://www.cde.ca.gov/ta/tg/ep/elpacparentresource.asp

English Language Proficiency Assessments for California (ELPAC)

  • The English Language Proficiency Assessments for California (ELPAC) is the successor to the California English Language Development Test (CELDT). Beginning in 2017–18, the 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. The California Department of Education (CDE) expects to be fully transitioned from the CELDT to the ELPAC as the state's assessment of ELP by 2018–19.

    State and federal law require that local educational agencies administer a state test of ELP to eligible students in kindergarten (or year one of a two-year kindergarten program, sometimes referred to as “transitional kindergarten”) through grade twelve (ages 3-21). The ELPAC is aligned with California’s 2012 English Language Development Standards , and is comprised of two separate ELP assessments:

    1. Initial Assessment (IA)—an initial identification of students as English learners
    2. Summative Assessment (SA)—an annual summative assessment to measure an English learner's progress in learning English and to identify the student's ELP level

    For the 2017-18 school year, only the Summative Assessment will be given. The Initial Assessment will be available to be given starting July 1st, 2018.

    For more information about ELPAC, visit:

FAQs

  • 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.


    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 takes the CELDT IA 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 CELDT IA and is classified as an EL prior to May 31, 2018, the student will be required to take the ELPAC SA as well.

     

    When will my LEA need to complete administration of the ELPAC Summative Assessment (SA)?

    The ELPAC SA window is from February 1 through May 31 annually.

     

    How is the ELPAC administered?

    The ELPAC is a paper-pencil test with four domains: Listening, Speaking, Reading, and Writing; students must be administered all four domains.

    For year one of a two year kindergarten program (frequently referred to as transitional kindergarten), kindergarten, and grade one, all four domains are administered one-on-one. For grades two through twelve, the Speaking domain is administered one-on-one, but the Listening, Reading, and Writing domains are administered in group settings. The Speaking domain at all grades is scored in real time during test administration.