Practice Test Geeks(ELPAC) English Language Proficiency Assessments for California Practice Test
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Alternate ELPAC Purpose Flashcards

7 cards from real ELPAC practice questions. Tap to flip, then mark Knew It or Still Learning — missed cards come back until you master them.

Read the first 7 Alternate ELPAC Purpose flashcards as text

  1. How does the Alternate ELPAC align to the Every Student Succeeds Act (ESSA)?

    Answer: ESSA requires states to annually assess English proficiency for all ELs, including those with significant cognitive disabilities, making the Alternate ELPAC necessary

    ESSA's requirement to annually assess all English learners' language proficiency—without exception—drives the need for the Alternate ELPAC for eligible students.

  2. A student recently moved to California and has been identified as a potential English learner. The IEP team believes she meets Alternate ELPAC eligibility criteria. Which assessment should be administered first?

    Answer: The Alternate ELPAC Initial assessment to determine EL designation

    For a newly enrolled student suspected of being an English learner who is eligible for the alternate pathway, the Alternate ELPAC Initial assessment is used to confirm the EL designation.

  3. What is the connection between the Alternate ELPAC and the California Alternate Assessments (CAAs)?

    Answer: Eligibility for the CAAs is one of the criteria that may support eligibility for the Alternate ELPAC

    A student's participation in the CAAs for academic content areas is a related criterion that supports the IEP team's decision to use the Alternate ELPAC for English proficiency.

  4. Which proficiency levels are reported on the Alternate ELPAC?

    Answer: Alternate proficiency levels specific to the Alternate ELD standards (e.g., Emerging, Expanding, Bridging — Alternate)

    The Alternate ELPAC reports proficiency levels that correspond to the alternate ELD performance level descriptors, reflecting the continuum of language development for this population.

  5. A school district reports that 3% of its English learners took the Alternate ELPAC last year. What concern might arise from this data?

    Answer: Federal guidelines suggest the Alternate ELPAC should not be used for more than 1% of the total tested population, so 3% may warrant review

    Federal guidance generally caps alternate assessment participation at about 1% of all tested students; a rate of 3% among ELs could indicate over-identification and would likely trigger review.

  6. What role does a student's home language survey play in the Alternate ELPAC process?

    Answer: It initiates the EL identification process, which then leads to the Initial Alternate ELPAC if the student is eligible

    The home language survey triggers the English learner identification process; if the student is potentially an EL and IEP-eligible for the alternate pathway, the Alternate ELPAC Initial is then administered.

  7. What is the purpose of the Alternate ELPAC performance level descriptors (PLDs)?

    Answer: To describe what students at each proficiency level can do in English, guiding instructional and IEP planning

    Alternate ELPAC PLDs describe the English language skills demonstrated at each proficiency level, helping educators and IEP teams set appropriate language goals.