Language Proficiency Assessment

Information regarding the State of California's requirements for language testing can be found on the California Department of Education website.

Federal law (Title III of the Elementary and Secondary Education Act [ESEA]) and state law (Education Code [EC]sections 313 and 60810 through 60812) require a statewide English language proficiency test that local educational agencies (LEAs) must administer to students in Transitional Kindergarten through grade twelve whose home language survey indicates a language other than English in the student's linguistic background.  LEAs must also  evaluate students previously identified as English learners (ELs) who have not been reclassified as fluent English proficient (RFEP). The English Language Proficiency Assessments for California (ELPAC)  is the legally required assessment for measuring and monitoring the development of English language proficiency for students.

 

Summer administration of the 2021-2022 Initial ELPAC will take place at the Language Development Programs, 155 Visions, Building 2, Irvine, CA 92620.

For Initial ELPAC Assessment - Health and Safety Protocols click here.

Initial Identification

 Based on information provided by parents when enrolling their child in school, the California Department of Education has determined the English Language Proficiency Assessment for California (ELPAC) as the legally required assessment to determine a student's English language proficiency .  The results of this screening will assist teachers and school administrators in providing the appropriate language acquisition program and level of linguistic support for the student in the classroom. 

 

Initial language assessment is by appointment only.  Appointments are made by school staff after all enrollment requirements have been met. At the time of initial assessment, preliminary results are used to recommend program placement to parents.

Detailed information is outlined below.

English    

Arabic 

Korean   

 

 

 Farsi

Spanish 

Japanese

Mandarin

 

Annual Progress Monitoring

Annual language assessment is required for students identified as English Learners as a way to measure a student's progress toward English language proficiency.  Parents or guardians can review student progress through the IUSD Parent Portal.   (Parent Portal sign on information will be provided to parents by the student's school.)

 

The English Language Proficiency Assessment for California (ELPAC) Summative is the legally required annual assessment for measuring and monitoring the development of English language proficiency for students currently identified as English Learners.  Below is detailed information about the ELPAC as well as information on how to interpret the results.

English  

Arabic

Korean    

 

 

 Farsi

Mandarin- Simplified Traditional 

 

Japanese

Spanish 

 

         

Annual Parent Notification of Progress/Placement:  According to California and U.S. law, public school districts are required to notify parents annually of their child’s assessment results, program placement, and the support available to further assist in their child’s academic performance.  Further information regarding program options and descriptions is provided to parents annually as detailed below.

English    

Arabic

Korean    

 

 

  Farsi

Spanish 

Japanese

Mandarin:   Simplified Traditional

 

         

Reclassification Process

Multiple criteria and measures are used to determine student eligibility for reclassification from Limited English Proficient (LEP) to Fluent English Proficient (RFEP).  Eligibility is determined in the fall of each academic school year.  To be reclassified to Fluent English Proficient (RFEP), students must meet the minimum requirements determined by the State of California and the criteria established by Irvine Unified School District.  IUSD criteria for reclassification is as follows:

  1. Student Summative ELPAC results include:
    1. Overall Performance Level of 4 (Well Developed);
    2. Performance Level in Oral Language skill area that demonstrates reasonable fluency in both Listening and Speaking;
    3. Performance Level in Written Language skill area that demonstrates reasonable proficiency in both Reading and Writing.
  2. Student performance in basic skills is comparable to age-appropriate English speaking peers, as measured by state, district, and site based assessments;
  3. Teacher evaluation of language and literacy skill development and curriculum mastery supports reclassification eligibility;
  4. Parent opinion and concurrence with the recommendation are provided.

   For a detailed outline of the approved criteria click  here.