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About CAASPP and ELPAC

The California Assessment of Student Performance and Progress (CAASPP) system consists of the following online summative assessments:

The English Language Proficiency Assessments for California (ELPAC) consists of four assessments:

School Type Definitions

Definitions of Language Fluency Groups

Suppression Rules

CAASPP Reporting Student Groups

ELPAC Reporting Student Groups

The CAASPP System

The primary purpose of the California Assessment of Student Performance and Progress (CAASPP) System is to assist teachers, administrators, students, and parents by promoting high-quality teaching and learning through the use of a variety of assessment approaches and item types. The CAASPP includes the Smarter Balanced assessment system for English language arts/literacy (ELA) and mathematics, the California Science Test (CAST), the California Alternate Assessments (CAAs) for ELA, mathematics, and science, and the optional California Spanish Assessment (CSA).

Visit the California Department of Education’s California Assessment of Student Performance and Progress (CAASPP) web page or the CAASPP and ELPAC website for more information about the CAASPP.

Smarter Balanced Summative Assessments for ELA and Mathematics

The Smarter Balanced Summative Assessments for ELA and mathematics are an annual measure of what students know and can do using the Common Core State Standards for English language arts/literacy and mathematics.

The purpose of the Smarter Balanced Summative Assessments is to assess student knowledge and skills for English language arts/literacy (ELA) and mathematics, as well as how much students have improved since the previous year. These measures help identify and address gaps in knowledge or skills early so students get the support they need for success in higher grades and for college and career readiness.

All students in grades three through eight and grade eleven take the Smarter Balanced Summative Assessments unless a student’s active individualized education program (IEP) designates the California Alternate Assessments.

Visit the California Department of Education’s Smarter Balanced Assessment System web page for more information.

California Science Test

The California Science Test (CAST) measures what students know and can do using the California Next Generation Science Standards (CA NGSS), which focus on understanding the scientific concepts found in the Earth and Space Sciences, Life Sciences, and Physical Sciences. These standards integrate Disciplinary Core Ideas, Science and Engineering Practices, and Crosscutting Concepts to help students understand how science works in the natural world.

The purposes of the CAST are to assess student knowledge and skills in science, to foster science education at every grade level, to measure the range and depth of the CA NGSS, and to prepare students for college and careers.

The CAST is for eligible students in grades five and eight and one time in high school (i.e., grade ten, eleven, or twelve). The California Department of Education recommends testing high school students when they are enrolled in their last science course. High schools have the option to test any or all students in grade ten or eleven as long as all students have been tested by the end of grade twelve.

Visit the California Department of Education’s California Science Test web page for more information.

California Alternate Assessments for ELA, Mathematics, and Science

Designed for students with the most significant cognitive disabilities, the California Alternate Assessments (CAAs) for ELA, mathematics, and science are an annual measure of what students know and can do using alternate achievement standards. Known as the Core Content Connectors, these standards are aligned with the Common Core State Standards for ELA and mathematics, and the Next Generation Science Standards for science.

The purpose of the CAAs is to assess student knowledge and skills in English language arts/literacy, mathematics, and science while helping to identify and address gaps in knowledge or skills so students get the support they need.

Students are eligible to take the CAAs only if it is indicated in their active individualized education program (IEP). The CAAs for ELA and mathematics are administered to all eligible students in grades three through eight and grade eleven. The CAA for science is administered to all eligible students in grades five, eight, and once in high school (i.e., grade ten, eleven, or twelve).

Visit the California Department of Education’s California Alternate Assessments for ELA and Math web page or the California Alternate Assessment for Science web page for more information.

California Spanish Assessment

The California Spanish Assessment (CSA) measures students’ skills in reading, writing mechanics, and listening using the Common Core State Standards en Español.

The purpose of the CSA is to measure a student’s competency in Spanish language arts in grades three through eight and high school in order to provide student-level data in Spanish competency and to provide high school students with a measure suitable to be used, in part, for the State Seal of Biliteracy. These measures help identify and address gaps in knowledge or skills for students working towards biliteracy.

Any students in grades three through eight and high school seeking a measure to recognize their Spanish-specific reading, writing mechanics, and listening skills, regardless of their current enrollment in Spanish instruction may take the CSA.

Visit the California Department of Education’s California Spanish Assessment web page for more information.

The ELPAC System

The English Language Proficiency Assessments for California (ELPAC) system is used to determine and monitor the progress of the English language proficiency for students whose primary language is not English. The ELPAC is aligned with the 2012 California English Language Development Standards and assesses four domains: listening, speaking, reading, and writing.

Visit the California Department of Education’s English Language Proficiency Assessments for California (ELPAC) web page or the CAASPP and ELPAC website for more information about the ELPAC.

Initial ELPAC

The Initial ELPAC is administered to students in kindergarten through grade twelve whose primary language is a language other than English as indicated on their Home Language Survey. The purpose of the Initial ELPAC is to identify students as being either an English learner or fluent English proficient. It is administered only once during a student’s initial enrollment in a California public school. The Initial ELPAC is scored locally, and the results are considered the official score.

A domain exemption may be used if an English learner has a disability that precludes assessment of the student in one or more domains of the English language proficiency assessment such that there are no appropriate accommodations for the affected domain(s). This use of a domain exemption(s) must be identified in the student’s individualized educational program (IEP) or Section 504 plan. For a student to be assigned an Overall score, the student will need to be assessed in all domains to receive a student score report.

Potential English learners with the most significant cognitive disabilities will need to be administered the Initial Alternate ELPAC.

Summative ELPAC

The Summative ELPAC is administered only to students who have previously been identified as an English learner based upon the results of the Initial ELPAC. The Summative ELPAC measures how well English learners are progressing toward English language proficiency.

A domain exemption may be used if an English learner has a disability that precludes assessment of the student in one or more domains of the English language proficiency assessment such that there are no appropriate accommodations for the affected domain(s). This use of a domain exemption(s) must be identified in the student’s individualized educational program (IEP) or Section 504 plan. For a student to be assigned an Overall score, the student will need to be assessed in at least one domain for both the Oral and Written Language composites of the ELPAC. Visit the California Department of Education’s Summative ELPAC Participation and Scoring (PDF) document for more information.

English learners with the most significant cognitive disabilities as determined by the student’s IEP team or Section 504 plan will take the Alternate ELPAC beginning in 2021–22.

Initial Alternate ELPAC

The Initial Alternate ELPAC is administered to students in kindergarten through grade twelve whose primary language is a language other than English as indicated on their Home Language Survey, who have been identified as having the most significant cognitive disabilities, and who have been found eligible for alternate assessments by their individualized education program (IEP) team. The purpose of the Initial Alternate ELPAC is to identify students as being either an English learner or fluent English proficient. The test is administered only once during a student’s initial enrollment in a California public school. The Initial Alternate ELPAC has a subset of items that are scored by the test examiner in the moment and the results are considered the official score.

Domain exemptions are not applicable to the Alternate ELPAC as the test assesses the domains in an integrated manner and is administered one on one with the student by a test examiner who is most familiar with the student. Items are made available to students who may respond using their preferred communication modes (i.e., eye gaze, pointing, augmentative auxiliary communication (AAC) device).

Summative Alternate ELPAC

The Summative Alternate ELPAC is intended only for English learner students who have the most significant cognitive disabilities and whose Individualized Education Program (IEP) team has decided that the student should take alternate assessments. The Alternate ELPAC operational field test in 2021–22 was a census field test, meaning all students who would be eligible were required to participate in the administration.

Domain exemptions are not allowable for the Alternate ELPAC as this test uses integrated domains and is administered one on one by a test examiner that is familiar with the student. Receptive (listening and reading) items and expressive (speaking and writing) items are made available to students who may respond using their preferred communication modes (i.e., eye gaze, pointing, augmentative auxiliary communication (AAC) device).

The purpose of the Summative Alternate ELPAC is to provide information on annual student progress toward ELP and support decisions on student reclassification as fluent English proficient (RFEP). Visit the California Department of Education’s Alternate ELPAC Participation and Scoring (PDF) document for more information.

School Type Definitions

The ‘All Schools’ school type includes all charters, both direct-funded and locally-funded, and all non-charters. Direct-funded charters are aggregated to themselves in this school type, meaning that a direct-funded charter school is aggregated to a district with the same name as the school.

The ‘Charter Schools’ school type includes only charter schools, both direct-funded and locally-funded. Direct-funded charters are aggregated to their authorizing district in this school type.

The ‘Non-charter Schools’ school type includes only non-charter schools.

Definitions of Language Fluency Groups

Fluent English proficient and English only (IFEP, RFEP, and EO)—An aggregation of students who have an English Language Acquisition Status of Initial Fluent English Proficient, Reclassified Fluent English Proficient or English Only.

Initial fluent English proficient (IFEP)—A student whose score on the Initial ELPAC determines fluent English proficiency and places the student in mainstream classes. This student does not require English Learner services.

Reclassified fluent English proficient (RFEP)—A student in kindergarten through grade twelve who, upon entering public school in California, is identified as an English learner (EL) and is subsequently reclassified in California as proficient in English.

English learner (EL)—A student in kindergarten through grade twelve whose primary language is a language other than English as indicated on their Home Language Survey and who, upon initial assessment in California, is determined to be eligible for support with English language development based on the results of their initial assessment of English language proficiency.

Adult English learner (ADEL)—A student aged 22 years or older enrolled in grades Kindergarten through 12 who has been identified by a local educational agency as an English learner (EL) through a local process (e.g., Home Language Survey, and/or another local assessment) because the student is not eligible to take the Initial English Language Proficiency Assessment for California (ELPAC). Adult English learners are not considered English learners for purposes of federal Title III funding or state-level accountability and are not aggregated to any other English learner groups.

English only (EO)—A student in kindergarten through grade twelve for whom English is reported as the primary language on their Home Language Survey.

Ever–EL—A student who has been designated an English learner (EL) at any point during their enrollment in a U.S. school.

Long-Term English Learner (LTEL)—As defined in Education Code Section 313.1, a "Long-term English learner" means an EL to which all of the following apply:

  1. Is enrolled in any of grades 6 to 12, inclusive.
  2. Has been enrolled in schools in the United States for six years or more.
  3. Has remained at the same English language proficiency level for two or more consecutive prior years, or has regressed to a lower English language proficiency level, as determined by the English language development test identified or developed pursuant to Section 60810, or a score determined by the Superintendent on any successor test.
  4. For a pupil in any of grades 6 to 9, inclusive, has scored far below basic or below basic on the prior year’s English language arts standards-based achievement test administered pursuant to Section 60640, or a score determined by the Superintendent on any successor test.

A student for which the required testing results are not available for either C or D shall not have those criteria applied and shall not be excluded based on those criteria.

At-Risk of becoming LTEL (AR–LTEL)—As defined in Education Code Section 313.1, an "English learner at risk of becoming a long-term English learner" means an EL to which all of the following apply:

  1. Is enrolled in any of grades 3 to 12, inclusive.
  2. Has been enrolled in schools in the United States for four to five years.
  3. Has scored at the intermediate level or below on the prior year’s English language development test identified or developed pursuant to Section 60810, or a score determined by the Superintendent on any successor test.
  4. For a pupil in any of grades 3 to 9, inclusive, has scored in the fourth or fifth year at the below basic or far below basic level on the prior year’s English language arts standards-based achievement test administered pursuant to Section 60640, or a score determined by the Superintendent on any successor test.

A student for which the required testing results are not available for either C or D shall not have those criteria applied and shall not be excluded based on those criteria.

Never–EL—An aggregation of students who have an English Language Acquisition Status of Initial Fluent English Proficient, English Only, and To Be Determined.

To be determined (TBD)—A student in kindergarten through grade 12 for whom there is a report of a primary language other than English on the Home Language Survey and for whom the district has not yet administered the Initial ELPAC or Initial Alternate ELPAC. The assessment process must be completed within 30 calendar days of initial enrollment in a California public school.

For more information, please visit the Understanding English Learner Achievement in California (PDF) document.

Glossary of Terms for English learner (EL) Reports.

Suppression Rules

Number of Students (Enrolled, Tested, and Tested with Scores)

In order to protect student privacy, data is suppressed when a limited number of student results are available. The following information outlines the conditions in which student results will be suppressed. All suppressed values will be denoted with an asterisk (*).

Enrolled counts will always be displayed if the count is greater than 3. If not, it will be suppressed.

If the tested count is zero, zero will be displayed. If the tested count is 1, 2, or 3, the tested count will be suppressed. If the tested count is greater than 3, the tested count will be displayed.

If the tested with scores count is zero, zero will be displayed. If the tested with scores count is 1, 2, or 3, the tested with scores count will be suppressed. If the tested with scores count is greater than 3, the tested with scores count will be displayed.

Performance Level Tables

When the tested with scores count is zero, the Mean Scale Score and Area Performance Level results will be N/A.

When the tested with scores count is suppressed, the Mean Scale Score and Area Performance Levels results will be suppressed.

When the tested with scores count is greater than 3 but less than 11, the Mean Scale Score and Area Performance Level results will be suppressed.

When the tested with scores count is 11 or greater, the Mean Scale Score and Area Performance Levels results will be displayed.

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