Initial Identification, Assessment, & Programs
All students are assessed for English proficiency according to state-mandated timelines. Parent notification in writing is provided (Ed Code 313a).
Home Language Survey
A Home Language Survey (HLS) is completed for every student at the time of enrollment. It is used to determine the primary language of each student. The survey asks four questions:
- Which language did your child learn when he/she first began to talk?
- Which language does your child most frequently use at home?
- Which language do you (parent/guardian) use most frequently to
speak with your child?
- Name the language most often spoken by adults in the home.
Any response other than English to questions 1, 2, or 3 on the survey requires that the student be assessed for English proficiency in listening, speaking, reading and writing.
Students whose HLS indicates a language other than English only on question 4 are designated English Only (EO) without testing if the student’s English proficiency is not in doubt. When there is doubt about a student’s English proficiency, that student will be assessed.
The completed HLS is retained in the school’s student information system.
Initial Assessment
Students whose HLS indicates any language other than English to questions 1, 2 or 3 will be assessed with the Initial ELPAC within thirty calendar days of enrollment.
The Initial English Language Proficiency Assessments for California (ELPAC) is the required state test for English language proficiency (ELP) that is given to newly enrolled students whose primary language is a language other than English. State and federal law requires that local educational agencies (LEAs) administer a state test for ELP to eligible students in transitional kindergarten through grade twelve.
New students from other states are assessed within 30 days of enrollment into California schools, and parents are notified of test results in writing and by mail.
Initial ELPAC Levels
Initial Fluent English Proficient (IFEP): Students at this level have well developed oral and written English) 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 help using English.
Intermediate English Learner: Students at this level have somewhat developed to moderately developed oral and written English skills.. They may sometimes be able to use English to learn and communicate in meaningful ways. They may need some help to communicate about familiar topics in English and more help on less familiar topics.
Novice English Learner: Students at this level have minimally developed oral and written English skills. They may be able to use known words and phrases to communicate meaning at a basic level. They may need substantial help using English.
Annual Summative Assessment
Students who have been previously identified as English learners are assessed annually with the ELPAC Summative Assessment between February 1 and May 31. The purposes of the Summative ELPAC are to determine the level of ELP of EL students and to assess the progress of EL students in acquiring the skills of listening, speaking, reading, and writing in English. The Summative ELPAC must be given annually to students identified as EL students until they are reclassified. Parents are notified of test results in writing by mail at the beginning of the following school year.
Summative ELPAC Levels
Summative ELPAC General Performance Level Indicators per CDE:
Level 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.
Level 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.
Level 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.
Level 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.
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.
Level 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 CA ELD Standards.
Alternate ELPAC
Students who are English learners and have an Individualized Education Plan (IEP) may qualify for additional support and/or accommodations when taking the ELPAC. The student’s IEP team will determine this in advance of taking the assessment.
If a student is determined to have the most significant cognitive disabilities, the IEP team may determine that the Initial or Summative Alternate ELPAC is a more appropriate assessment of English language ability.
