“Alternate ELPAC” signifies both the Initial Alternate ELPAC and Summative Alternate ELPAC. In sections limited to either the Initial Alternate ELPAC or Summative Alternate ELPAC, the full name of the assessment is used.
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Alternate ELPAC Test Administration Manual
Updated for 2024–25 AdministrationUser Support for the Alternate ELPAC
The CAASPP & ELPAC Website 
is the home for all ELPAC assessments, including the Alternate ELPAC.
For questions regarding the computer-based testing system or for additional assistance:
- LEA ELPAC coordinators should contact their LEA Success Agent, preferably by email. LEA ELPAC coordinators can also contact CalTAC by phone at 800-955-2954 with basic questions.
- Refer to the California Outreach web page for all support options.
- Refer to the Success Agent Lookup web page to look up the name and contact information for the LEA’s assigned representative. An LEA ELPAC coordinator can still use the chat function linked on the CAASPP & ELPAC Website to reach out for support.
- Refer to the California Technical Assistance Center (CalTAC) web page for the types of issues that are addressed by CalTAC directly.
- Refer to the California Outreach
- Site ELPAC coordinators should contact the LEA ELPAC coordinator.
- TEs and other school personnel should contact the site ELPAC coordinator.
When contacting an LEA Success Agent, provide the representative with as much detail as possible about the issue(s) encountered and the system on which it occurred. Please be ready to provide
- the type of device being used for the assessment;
- any error messages that appeared (code and description);
- operating system and browser (web browser or secure browser) information;
- network configuration information;
- the coordinator’s contact information for follow-up, including an email address and phone number;
- the test session ID; and
- any relevant and authorized student and school information, including SSID, grade level, and content area.
An LEA Success Agent may be contacted by LEA ELPAC coordinators for situations and questions that include the following:
- The testing environment is down or unavailable.
- User accounts are not available, or users are not able to administer assessments.
- There are questions about or help is needed with STAIRS or Appeals functionality.
Overview
This Alternate ELPAC Online Test Administration Manual provides information and instructions about test preparation and in-person administration of the computer-based Initial Alternate ELPAC and Summative Alternate ELPAC. The intended users of this manual are staff who play a role in the administration of the Alternate ELPAC, including LEA ELPAC coordinators, site ELPAC coordinators, ELPAC TEs, and proctors.
Throughout this manual, the use of “Alternate ELPAC” signifies both the Initial Alternate ELPAC and Summative Alternate ELPAC. In sections limited to either the Initial Alternate ELPAC or Summative Alternate ELPAC, the full assessment name is used.
For specific questions not addressed in this manual, TEs can contact their site ELPAC coordinator; site ELPAC coordinators can contact their LEA ELPAC coordinator; and LEA ELPAC coordinators can contact their LEA Success Agent .
When administering the Alternate ELPAC, follow the instructions and criteria laid out in this manual.
The CDE ELPSA office is available for assistance with questions related to ELPAC program policy requirements. For ELPAC policy questions, the LEA ELPAC coordinator should contact the CDE ELPSA office by email at elpac@cde.ca.gov.
What’s New for the Alternate ELPAC in 2024–25?
- A new video, called “Administering the Alternate ELPAC Using Picture Cards,” is available on the Moodle Training Site.
- Passwords required for access to systems associated with ELPAC testing have the following new requirements:
- The minimum password length will be 12 characters.
- The new password must be different from the last 24 passwords.
- For drag-and-drop items, students and test examiners can now click or tap once on the answer choice and again on the target answer box to enter their response and click or tap once to reset the target to its original state.
- Student message dialog boxes have been updated to include iconography representative of the nature of the message.
Introduction to the Alternate ELPAC
Who Approved the Alternate ELPAC?
In November 2018, the California SBE approved an amendment to the CAASPP contract that included the development of the computer-based Alternate ELPAC pursuant to California Education Code sections 313 and 60810 and 5 CCR Section 11518.5.
The Alternate ELPAC is aligned with the 2012 California ELD Standards, Kindergarten Through Grade 12 (PDF) via the ELD Connectors using integrated task types. The Alternate ELPAC is administered to kindergarten through grade twelve students (including students through age twenty-one) following the grade levels and grade spans of the Initial ELPAC and Summative ELPAC.
The ELPAC assesses students’ ELP skills in Listening, Speaking, Reading, and Writing.
About the Initial Alternate ELPAC
Why Do We Give the Initial Alternate ELPAC?
The Initial Alternate ELPAC is the required state assessment for ELP that is given to students identified as requiring an alternate assessment by their IEP team and whose primary language is a language other than English. State and federal law requires that LEAs administer a state assessment for ELP to eligible students in kindergarten through grade twelve. The purpose of the Initial Alternate ELPAC is to determine the English proficiency of students entering California schools for the first time. Identifying students who need help learning in English is an important step in ensuring students get the support they need to do well in school while receiving instruction in all school subjects. This assessment is available throughout the year, from July 1 to June 30.
Who Should Take the Initial Alternate ELPAC?
The Initial Alternate ELPAC is intended only for students who have been identified by their IEP team as having the most significant cognitive disabilities and being eligible for alternate assessments, in addition to being identified as a potential EL.
All students in kindergarten through grade twelve (through age twenty-one), whose primary language is a language other than English based on the results of the HLS, must take the Initial ELPAC or the Initial Alternate ELPAC to determine whether they are ELs or IFEP. If the responses to the first three questions on the HLS identify the use of another language at home, the ELAS must be assigned as TBD in the SIS. Per 5 CCR Section 11518.5, the HLS must be administered at the time of registration, and, if needed, the initial assessment must be done within 30 calendar days after a student is first enrolled in a California public school or 60 calendar days prior to instruction but not before July 1. To take the Initial Alternate ELPAC, an eligible student must have an SSID created in CALPADS and an ELAS of TBD.
About the Summative Alternate ELPAC
Why Do We Give the Summative Alternate ELPAC?
The Summative Alternate ELPAC is the required state assessment for ELP that is given to students identified as requiring the alternate assessment and whose primary language is a language other than English. State and federal law requires that LEAs administer a state assessment for ELP to eligible students in kindergarten through grade twelve. The purpose of the Summative Alternate ELPAC is to provide information on annual student progress toward ELP and support IEP team decisions on student reclassification as fluent English proficient. For more information on reclassification, LEAs can refer to the ELPAC Information Guide . Identifying students who need help learning in English is an important step in ensuring students get the support they need to do well in school while receiving instruction in all school subjects. This assessment is available from February 1 (or the following Monday if February 1 falls on a weekend) to May 31 (or the Friday before that if May 31 falls on a weekend).
Who Should Take the Summative Alternate ELPAC?
The Summative Alternate ELPAC is an annual assessment to measure an EL student’s progress and to identify the student’s ELP. This assessment is given in the spring, from February 1 (or the following Monday if February 1 falls on a weekend) to May 31 (or the Friday before that if May 31 falls on a weekend) for students with IEPs who have been identified by their IEP team as having the most significant cognitive disabilities and being eligible for alternate assessments, in addition to being identified as an EL.
All students in kindergarten through grade twelve (through age twenty-one) who are classified as ELs in CALPADS must continue to be tested annually during the Summative Alternate ELPAC test administration window until they are reclassified as fluent English proficient on the basis of the guidelines for reclassification established by the CDE. LEAs need to confirm that their CALPADS data is current before testing.
Differences Between the Initial Alternate ELPAC and the Summative Alternate ELPAC
Table 1 offers a side-by-side view of the Initial Alternate ELPAC and the Summative Alternate ELPAC.
| Initial Alternate ELPAC | Summative Alternate ELPAC |
|---|---|
| This is an assessment used to identify a student as either an EL who needs support to learn English or as IFEP. | This is an assessment used to measure the ELP of EL students. The results will help the school or LEA determine whether the student is ready to be reclassified as proficient in English. |
| This assessment is administered to students with an HLS that lists a language other than English as the primary language within 30 days of when the student enrolls in a California public school for the first time. Eligible students must have an IEP designating the use of alternate assessments. | This assessment is administered to eligible students every spring, from February 1 to May 31. Eligible students must have an IEP designating the use of alternate assessments. |
| A student takes this assessment one time only. The Initial Alternate ELPAC is taken before the Summative Alternate ELPAC or Summative ELPAC, if the student is identified as an EL. | A student takes this assessment annually until the student is reclassified. |
| There is one test form. | There are two test forms that are refreshed annually. |
| There are six grade levels and grade spans: kindergarten, 1, 2, 3–5, 6–8, and 9–12. | There are seven grade levels and grade spans: kindergarten, 1, 2, 3–5, 6–8, 9–10, and 11–12. |
Test Administration Options
An LEA must implement in-person administration of the Alternate ELPAC as the only method of conducting the assessment. In-person administration occurs when the TE and student are in the same room while completing the assessment and is not limited to the school site. If a student is distance learning, assessments may be accomplished at a prearranged location or the student’s home as long as both the student and the TE are together in the same room. The LEA should carefully limit physical contact and implement proper social distancing protocols that meet all state, county, and local health and safety guidelines for in-person administrations.
Student Eligibility and Assessment Participation
General
Initial Alternate ELPAC: All students in kindergarten through grade twelve, through age twenty-one, whose primary language is a language other than English, as indicated on their HLS, and whose IEP has indicated the use of alternate assessments must take the Initial Alternate ELPAC to determine whether they are EL students. Per 5 CCR Section 11518.5 , this must be done within 30 calendar days after they are first enrolled in a California public school or 60 calendar days prior to instruction, but not before July 1.
Summative Alternate ELPAC: Every student in kindergarten through grade twelve, through age twenty-one, whose IEP has indicated the use of alternate assessments and who has been identified as an EL must participate in the Summative Alternate ELPAC as required by state and federal law, California Education Code Section 313 , and California Education Code Section 60810 .
Participation for Both: To be counted as having participated and to receive an SSR, each student must be administered, at a minimum, one receptive item and one expressive item using the response options provided, or by the TE’s indicating Mark as No Response in the context menu. Details on the use of the “Mark as No Response” feature are included in the Using the Mark as No Response Feature subsection of this manual. The DFA also includes additional information on the “Mark as No Response” feature along with more information on the participation rules and how to distinguish the expressive and receptive items during testing. The TE may use the Response Options for Alternate Assessments (PDF) flyer for guidance on various response options available when administering alternate assessments to students.
IEP teams should refer to the Alternate Assessment Decision-Making Tool for California (PDF) to confirm decisions on student eligibility to participate in the CAAs and the Alternate ELPAC. Refer also to the CDE Alternate Assessment IEP Team Guidance web page for additional information about participation criteria. Finally, LEAs can refer to the Alternate ELPAC Participation and Scoring (PDF) flyer for more information about student participation.
Nonpublic, Nonsectarian Schools
An LEA with students at an NPS is responsible for ensuring all eligible students at that NPS are tested. If the NPS uses preprinted picture cards sent by the LEA, the LEA ELPAC coordinator for the LEA that has assigned students to NPSs on the basis of IEP team recommendations will continue to be responsible for picture cards, ensuring they are destroyed securely.
Accessibility Resources
The computer-based platform of the ELPAC has provided a variety of innovative universal tools that are embedded in the TDS, as well as designated supports and accommodations to support all students, including those with special assessment needs. For more information about these accessibility resources, and to assist ELPAC users in implementing them, the following resources are available:
- CA Assessment Accessibility Resources Matrix web page
- CAASPP and ELPAC Accessibility Guide web manual
- California Student Assessment Accessibility Graphic for the Computer-Based ELPAC (PDF) web document
- Alternate Assessment Decision-Making Tool (PDF) web document
In addition, LEA ELPAC coordinators or site ELPAC coordinators can request unlisted resources, which are non-embedded supports that may be provided if specified in an eligible student’s IEP or Section 504 plan. Use will be granted only upon approval by the CDE. However, if the unlisted resource changes the construct of the assessment, the student will be given the LOSS.
Requests for unlisted resources may be submitted in TOMS via the [Students] navigation tab, [View & Edit] action tab, View & Edit Students screen, and then the [Unlisted Resources] tab. Requests must be made a minimum of 10 business days before the student’s first day of testing.
Finally, additional accessibility resources are available, such as eye gaze (refer to the Guidance on Using Eye Gaze as an Alternate Response Option (PDF) web document and the CAASPP and ELPAC Accessibility Guide ), optional individualization (additional information provided in the DFA and PFA), AAC devices, and picture cards. LEAs can also refer to the CDE ELPAC web page for more information.
Test Design and Administration Guidelines
The Alternate ELPAC is a computer-based, linear (nonadaptive) assessment for students in kindergarten through grade twelve with the most significant cognitive disabilities who are registered to take either the Initial ELPAC or Summative ELPAC. This assessment is for students whose IEP team decides they should take alternate assessments and who also have been identified as ELs.
Test Administration
The Alternate ELPAC is administered under untimed testing conditions in one-on-one administration. It is important to note that students will not be expected to interact directly with the computer; the one-on-one administration model will allow for the TEs to interact with the computer on behalf of a student, as appropriate to that student’s individual needs and abilities. Therefore, in some cases, the TE selects the responses indicated by the student. The TE should use the training tests to determine each student’s preferred mode of communication.
The Alternate ELPAC is designed for one-on-one administration. A student may respond
- by independently navigating and selecting responses directly in the testing device, with supervision, when able; or
- by indicating a response through any of the student’s alternate response modes—such as gestures, eye gaze, or an AAC device—and the TE then selects the response for the student in the testing platform.
For some test questions scored with a rubric, modeling of the correct answer by the TE is allowed as written in the rubric. Hand-over-hand or other physical prompting should not be used.
All test questions may be individualized on the basis of the student’s IEP and following the ELPAC Accessibility Resources for Operational Testing (PDF) web document. Additionally, the DFA and PFA include directions for optional individualization that provides for the use of real objects, manipulatives, or picture cards. TEs should preview the PFAs and DFAs to decide whether individualization is appropriate. If so, the materials should be readied before testing.
Technical Requirements
The computer-based Alternate ELPAC is administered online and requires two internet-connected devices: a student testing device with the secure browser installed and a separate device that the Alternate ELPAC TE uses to start a test session through the Test Administrator Interface.
Summative Alternate ELPAC TEs may also use their device to access a DFA that is posted in TOMS and to access the DEI for LEAs that are participating in second scoring. For second scoring, the secondary TE should have a separate device and log on to score separately from the primary TE. All Form 2 DFAs will include a score sheet for secondary TEs in an appendix. This score sheet will contain instructions for the secondary TE. It is critical that the secondary TE simultaneously and independently score the rubric-scored items. As such, the PFA states explicitly that the secondary TE’s score must reflect the secondary TE’s independent judgment.
The TE may use the score sheet during the time of testing and enter scores after test administration in the DEI or enter scores into the DEI during the time of testing.
The computer-based Alternate ELPAC requires the installation of secure browsers on student testing devices. These are the same secure browsers that are used for the Summative ELPAC and CAASPP. Secure browsers are available for download on the Secure Browsers web page.
The general technical requirements and supported devices are also similar to those for the computer-based CAASPP and ELPAC assessments. These are described in the CAASPP and ELPAC Technical Specifications and Configuration Guide for Online Testing . Additional information on the technical requirements for the Alternate ELPAC is provided in the Preparing for the Alternate ELPAC Administration section of this manual.
Materials
PFAs
The PFA is a nonsecure document that contains information and instructions for preparing to administer the Alternate ELPAC. The coordinators and TEs should review the PFA in advance of testing to become familiar with testing guidelines for the Alternate ELPAC, including information for before, during, and after testing. Guidance is also provided on pause and expiration rules, pausing and ending the assessment, seating arrangements, and more. The PFAs for the Initial Alternate ELPAC and Summative Alternate ELPAC are posted on the Administer a Test Session web page on the CAASPP & ELPAC Website and in the Moodle Training Site .
DFAs
The DFAs for the Alternate ELPAC include test-day instructions and must be used by the ELPAC TE to administer assessments to students. The DFAs also include the test administration script for the ELPAC TE to use at the beginning of testing and provide administration guidance for the day of testing.
The Initial Alternate ELPAC has only one form. The Summative Alternate ELPAC has two forms. Table 1 provides a list of the DFAs that will be available for this assessment.
| Grade Level or Grade Span | Alternate ELPAC DFA Available |
|---|---|
| Kindergarten |
|
| Grade one |
|
| Grade two |
|
| Grade span three through five |
|
| Grade span six through eight |
|
| Grade span nine and ten (Summative Alternate ELPAC only) |
|
| Grade span eleven and twelve (Summative Alternate ELPAC only) |
|
| Grade span nine through twelve (Initial Alternate ELPAC only) |
|
Figure 1 presents a sample Summative Alternate ELPAC 2024–25 DFA cover for a grade one test form.
Figure 1. Summative Alternate ELPAC 2024–25 DFA forms for grade one
LEA ELPAC coordinators, site ELPAC coordinators, and Alternate ELPAC TEs desiring printed DFAs can access PDFs of the DFAs through the [Resources] tab on the top navigation bar in TOMS. DFAs will not be printed and shipped to the LEAs.
Summative Alternate ELPAC: Form Assignments
Form assignments for the Summative Alternate ELPAC test administration will be available prior to the opening of the testing window. Use the search tool on the Summative Alternate ELPAC Form Assignments web page to search for an LEA; the search returns the form number assigned to the LEA. In some cases, large LEAs will be assigned to multiple forms; these will be displayed accordingly.
Individualization
When preparing to administer the Alternate ELPAC to a student, decide whether individualization is appropriate. If so, gather the appropriate materials before testing with the student. A summary of materials that may be needed can be found in appendix A of the DFA.
Some students communicate using picture cards, yes and no cards, answer choice cards (A, B, C), or a communication device. For these students, TEs should use the yes and no cards and answer choice cards (A, B, C) that are used with the student in daily instruction. Note the following about individualization:
- Optional individualization provides for the use of real objects, manipulatives, or picture cards.
- The picture cards can be printed for student use. These can be ordered from SCOE at elpac@scoe.net or downloaded from the Secure Materials web page in TOMS.
- The picture cards can be programmed into a student’s AAC device.
- Alternate ELPAC Answer Choice Cards (PDF) are available for TEs to use for students who use them in their daily instruction.
TEs should make sure the student is engaged with one or all of the manipulatives, objects, picture cards, and testing screen, as appropriate for the student.
Summative Alternate ELPAC: Second Scoring
Critical Element 4.4 of A State’s Guide to the U.S. Department of Education’s Assessment Peer Review Process (PDF) (Department of Education, 2018) requires that any scoring involving human judgment, including scoring conducted by TEs, must contain evidence that the scoring of these items includes adequate procedures and criteria for ensuring and documenting interrater reliability. The purpose of second scoring is to establish and document standardized scoring procedures, and second scoring is one method of providing scorer reliability evidence.
Second scoring is the process of having another trained educator score a student’s rubric-scored items simultaneously, yet independently, from the student’s primary TE. The secondary TE must be present during the entirety of the administration along with the student and primary TE. The secondary TE is not involved in the assessment’s administration and should only be present to observe the student’s response.
The Summative Alternate ELPAC has two test forms per grade level or grade span: kindergarten; grade levels one and two; and grade spans three through five, six through eight, nine and ten, and eleven and twelve. Seven to nine items in each assessment will require TEs to score a student’s live response during the time of testing using a rubric provided in the DFA.
Results from the second scoring will be used by ETS to conduct interrater reliability analysis on rubric-scored items. The second scores will not be used for official scoring or reporting purposes, although analysis of aggregated second-scoring results will be included in the annual technical report for the Summative Alternate ELPAC. A student’s completion status and test results are reported whether the second scoring occurs or not.
Refer to the Summative Alternate ELPAC: Second Scoring TE subsection for qualifications and responsibilities of the second scorer.
Who Participates in Second Scoring?
Some schools will be required to participate in second scoring for each test administration year. A school may be selected for second scoring for either one of the Summative Alternate ELPAC or the CAA for ELA, but not both, in the same year. Prior to testing, LEA ELPAC coordinators and site ELPAC coordinators should check the Summative Alternate ELPAC Second Scoring web page on the CAASPP & ELPAC Website to determine whether they are selected. Summative Alternate ELPAC second scoring assignments are posted in November 2024. If selected, the Summative Alternate ELPAC for students within the selected schools must be second scored.
Qualifications for a Secondary Test Examiner for Summative Alternate ELPAC Second Scoring
As with the primary TE, the secondary TE must
- receive training on how to administer the Summative Alternate ELPAC,
- sign the ELPAC Test Security Affidavit in TOMS, and
- be assigned a TOMS account with a test examiner user role.
Ideally, the secondary TE is also a teacher familiar with the student’s individual testing needs and preferred communication modes. Refer to the Alternate ELPAC Test Examiner Checklist (DOCX) for the roles and responsibilities of the primary and secondary TE.
Second-Scoring Process
Seven to nine items in the Summative Alternate ELPAC require TEs to score a student’s live response at the time of testing using a rubric provided in the DFA. Refer to the following resources for information about the step-by-step process for second scoring from a TE’s perspective:
- Alternate ELPAC DFA
- Second Scoring Process video
- How to Second Score for the Alternate ELPAC (PDF) web document
While observing the administration and student’s responses for the rubric-scored items, the secondary TE must make a judgment on the student’s response based on the rubrics within the DFA. It is critical that the secondary TE is able to observe the student’s response according to the student’s preferred communication mode.
All second scores must be entered into the DEI before the end of the test administration window. A school may opt to take one of the following courses of action:
- Have the secondary TE enter the student’s second score directly into the DEI as the secondary TE observes the student’s response during test administration. (This requires access to a user device or laptop.) The secondary TE will need TE TOMS credentials and the student’s SSID to enter second scores into the DEI.
- Have the secondary TE use a printed answer-recording document, provided in appendix C of the DFA, to record second scores during test administration. Responses the secondary TE enters on the scoring sheet must then be entered into the DEI after the student’s assessment by the primary TE has been submitted.
After testing, the secondary TE or school administrator must enter the student’s score into the DEI before the end of the test administration window.
LEA ELPAC coordinators and site ELPAC coordinators can track the progress of assigned and completed tasks for second scoring in the LEA and test sites using the Summative Alternate ELPAC Second Scoring Status Report in TOMS. This report will include the following information:
- Students eligible for alternate assessment testing
- Students who have tested
- Students who have received a second score in the DEI
Second-Scoring Responsibilities of an LEA ELPAC Coordinator or Site ELPAC Coordinator
The LEA ELPAC coordinator or site ELPAC coordinator should confirm form assignments on the Summative Alternate ELPAC Second Scoring web page on the CAASPP & ELPAC Website. When a school is required to second score, the LEA ELPAC coordinator or site ELPAC coordinator will be responsible to take the following actions in support of the second-scoring process:
- Review the second-scoring process as outlined in the DFA, which is downloaded in the [Resources] navigation tab in TOMS. (Refer to the Secure Materials chapter in the TOMS User Guide for additional information about how to download secure materials in TOMS, including the Summative Alternate ELPAC DFAs.)
- Provide information about the AST on the CAASPP-ELPAC Moodle Training Site . It is the LEA ELPAC coordinator’s responsibility to ensure that a secondary TE is available and properly trained.
- Ensure the secondary TE has the test examiner user role in TOMS if the TE is going to enter the scores.
- Track second-scoring completion rates using the second-scoring report in TOMS.
- Ensure all students in the assigned school have second scores submitted into the DEI before the end of the Summative Alternate ELPAC test administration window.
STAIRS Incident Report for Second Scoring
If the second score entered into the DEI belonged to a different student’s SSID, the student’s scores must be reset in the DEI and all of the student’s scores must be reentered. The STAIRS user interface and any STAIRS reports in TOMS will indicate whether the STAIRS case requires an irregularity flag. The irregularity flag does not impact scoring but signifies that a testing irregularity occurred during test administration. Refer to the STAIRS/Appeals Process subsection for the steps to report a testing incident.
Test Scheduling
Testing Window and Test Times
The Initial Alternate ELPAC testing window will be open from July 3, 2024, through June 30, 2025. Pursuant to CCR, Title 5, Section 11518.5(e), Initial Alternate ELPAC testing and parent/guardian notification of results must be done within 30 calendar days after students are first enrolled in a California public school or 60 calendar days prior to instruction, but not before July 1. LEAs may schedule testing according to local preference within this window and do not need to inform the CDE or ETS. All testing must take place within this window.
The Summative Alternate ELPAC testing window will be open from February 1 through May 30, 2025. All testing must take place within this window. Any eligible student who is enrolled during the window must be tested. LEAs have discretion to schedule testing according to local preference within this window and do not need to inform the CDE or ETS. However, all STAIRS cases must be submitted one week before May 30 to ensure that cases are approved with adequate time to allow students to complete testing by May 30.
Key Dates
Table 2 lists key dates for the Alternate ELPAC administration.
| Date | Activity |
|---|---|
| May 10, 2024 | Initial Alternate ELPAC AST opening |
| July 3, 2024 | Initial Alternate ELPAC test administration window opening |
| November 1, 2024 | Summative Alternate ELPAC AST opening |
| February 1, 2025 | Summative Alternate ELPAC test administration window opening |
| May 30, 2025 | Summative Alternate ELPAC test administration window closing |
| June 30, 2025 | Initial Alternate ELPAC test administration window closing |
Test Administration Roles
Primary User Roles
The primary user roles for Alternate ELPAC administration are as follows:
- Superintendent
- LEA ELPAC coordinator
- Site ELPAC coordinator
- ELPAC TE, a staff member who is familiar with the student as well as the student’s individual testing needs and preferred mode of communication, is an employee or contractor of an LEA or NPS, has signed the ELPAC Test Security Affidavit, and is proficient in English (having a complete command of pronunciation, intonation, and fluency)
- ELPAC TE, a secondary TE who is familiar with the student as well as the student’s individual testing needs and preferred mode of communication (for LEAs chosen to participate in second scoring), is an employee or contractor of an LEA or NPS, has signed the ELPAC Test Security Affidavit, and is proficient in English (having a complete command of pronunciation, intonation, and fluency)
For the 2024–25 Alternate ELPAC administration, new or returning LEA ELPAC coordinators and site ELPAC coordinators with access to TOMS will be required to electronically sign the ELPAC Test Security Agreement upon logging on to TOMS. In addition, any LEA ELPAC coordinators, site ELPAC coordinators, and TEs who have access to secure test materials, such as DFAs and picture cards. will be required to electronically sign the ELPAC Test Security Affidavit in TOMS prior to accessing test materials.
Refer to the TOMS User Roles for the ELPAC subsection of the TOMS User Guide for a description of these roles and the systems and functions available for users with each role. Refer also to the checklists of activities associated with specific user roles for a list of activities before, during, and after testing:
- LEA ELPAC Coordinator Checklist (DOCX) web document
- Site ELPAC Coordinator Checklist (DOCX) web document
- Alternate ELPAC Test Examiner Checklist (DOCX) web document
Summative Alternate ELPAC: Second Scoring TE
Only LEAs that are selected to participate in second scoring will require a secondary TE. An Alternate ELPAC secondary TE is an ELPAC TE who is familiar with the student and has been trained to administer the Summative Alternate ELPAC. The secondary TE must be present during the administration of the Summative Alternate ELPAC to provide an independent judgment on the student’s responses based on the scoring rubrics within the DFAs.
Qualifications
As with the primary TE, the secondary TE must
- receive training on how to administer the Summative Alternate ELPAC,
- be an employee or contractor of an LEA or NPS,
- be assigned a TOMS account with a test examiner user role, and
- sign the ELPAC Test Security Affidavit in TOMS.
Ideally, the secondary TE is also an educator who is familiar with the student’s individual testing needs and preferred mode of communication to accurately score the responses. It is recommended that the secondary TE is credentialed, although it is not required.
Responsibilities
Alternate ELPAC secondary TEs are responsible for
- electronically signing the ELPAC Test Security Affidavit in TOMS,
- completing the AST on the CAASPP-ELPAC Moodle Training Site ,
- downloading the PFA for additional guidance on planning and preparing for administering the assessment,
- downloading the DFA for the appropriate assessment using the [Resources] navigation tab in TOMS to access secure materials,
- working with the LEA ELPAC coordinator or site ELPAC coordinator to confirm that a TOMS account with an ELPAC TE user role has been generated,
- observing the student’s response to rubric-scored items at the time of testing and scoring the student’s response using the provided rubric in the DFA, and
- entering the second scores into the online DEI.
The secondary TE will have the following two options:
- Enter the student’s second score directly into the DEI at the time of testing. This requires access to a user device or laptop.
- Use a printed score sheet, provided in appendix C of the DFA, to record second scores during the time of testing. After testing, the secondary TE must enter the student’s score into the DEI before the end of the administration testing window. Data entry could potentially be completed by a designated staff member.
Administration Documentation Resources
Prior to administering an assessment, TEs (and any other individuals who will be administering any secure Alternate ELPAC) will read this Alternate ELPAC Online Test Administration Manual and complete administration and scoring training for the Alternate ELPAC.
The Alternate ELPAC Online Test Administration Manual is designed to complement a variety of resources developed by ETS and the CDE, such as those listed in table 1.
| Resource | Description |
|---|---|
| Accessibility Resources | The CAASPP & ELPAC Accessibility Resources web page describes the four categories of student accessibility resources. It includes links to web documents, pages, and sites that provide additional instructions and information for identifying and using student accessibility resources during ELPAC administration. |
| Alternate ELPAC checklists | The CAASPP & ELPAC Coordinator Checklists web page includes links to the checklists for LEA ELPAC coordinators, site ELPAC coordinators, and Alternate ELPAC TEs as they prepare for, administer, and complete Alternate ELPAC testing. |
| CAASPP and ELPAC Accessibility Guide | The CAASPP and ELPAC Accessibility Guide web manual includes information and instructions regarding configuring and using computer-based accessibility resources, including braille. |
| CAASPP and ELPAC Manuals Library | The CAASPP and ELPAC Manuals Library web page contains a link to every manual available for CAASPP and the ELPAC. |
| CAASPP and ELPAC Security Incidents and Appeals Procedure Guide |
The CAASPP and ELPAC Security Incidents and Appeals Procedure Guide Refer also to the Test Security |
| CAASPP and ELPAC Technical Specifications and Configuration Guide for Online Testing | The CAASPP and ELPAC Technical Specifications and Configuration Guide for Online Testing web manual contains instructions related to making the network infrastructure ready for Alternate ELPAC testing, such as system requirements, network, and secure browser configuration. |
| California Assessment Accessibility Resources Matrix | The CDE CA Assessment Accessibility Resources Matrix CA Assessment Accessibility Resources Matrix web page is an important source of information for determining the assignment of designated supports and accommodations to students. |
| CALPADS resources | The CDE California Longitudinal Pupil Achievement Data System (CALPADS) web page contains links to CALPADS system documents, updates, and other useful information for maintaining student demographics and program participation. |
| DFAs | The DFAs for the Alternate ELPAC provide the directions and scripts needed to administer the assessment. These are published securely in TOMS and can be accessed by selecting the [Resources] tab in the TOMS top navigation bar. |
| PFAs | The PFAs for the Alternate ELPAC provide the instructions and guidelines for planning and preparing to administer the assessments. They are nonsecure documents posted on the Administer a Test Session web page on the CAASPP & ELPAC Website and on the Moodle Training Site . |
| Student Accessibility Resources | The CDE Student Accessibility Resources web page describes the four categories of student accessibility resources. It includes links to web documents, pages, and sites that provide additional instructions and information for identifying and using student accessibility resources during Alternate ELPAC administration. |
| TOMS User Guide | The TOMS User Guide web manual provides instructions for the processes necessary to assign and manage LEA and school users, test administrations, as well as student information, such as test assignments, test settings, condition codes, and more. |
Training Resources
Moodle Training Site
All LEA ELPAC coordinators, site ELPAC coordinators, TEs, and school administrative staff who will be involved in the Alternate ELPAC test administration should complete a virtual training prior to administering and scoring the Alternate ELPAC through the Moodle Training Site .
The LEA ELPAC coordinator and site ELPAC coordinator are required to be certified annually for each Alternate ELPAC administration or to designate someone to complete the annual certification. Coordinators are responsible for ensuring all appropriate training has been completed. Such training should include, but not be limited to, training on administration and scoring, item security, and professional conduct associated with the administration of standardized assessments.
TEs for the Alternate ELPAC must receive training annually in the administration of the Alternate ELPAC by completing a Test Examiner Training and Calibration course offered on the Moodle Training Site . The TE must be an employee or contractor of an LEA or NPS, have signed the ELPAC Test Security Affidavit, and be proficient in English (having a complete command of pronunciation, intonation, and fluency). In addition, the TE should be familiar with the student as well as the student’s individual testing needs and preferred mode of communication.
LEA Verification of Training
Statewide training is mandatory. All LEA ELPAC coordinators, new and experienced, will be expected to verify that this training requirement is met. LEA ELPAC coordinators will need to complete the Initial Alternate ELPAC LEA Certification and Summative Alternate ELPAC LEA Certification course on the Moodle Training Site . Both trainings are required if an LEA has a student registered to take the Alternate ELPAC.
If the LEA has an MOU in place with another LEA to provide testing, email a copy of the MOU indicating the LEA that will provide the testing to SCOE at elpac@scoe.net.
TE Training
The LEA ELPAC coordinator, or the LEA ELPAC coordinator’s designee, is responsible for overseeing TEs’ training progress and completion. Both new and experienced TEs must be certified annually. The annual certification allows TEs to administer both the Initial Alternate ELPAC and Summative Alternate ELPAC until the annual certification is released again the next year in the fall.
Moodle Training Site
The computer-based Alternate ELPAC AST courses are available on the Moodle Training Site . Using the Moodle Training Site requires ELPAC trainers, LEA ELPAC coordinators, and TEs to set up individual accounts. Access to the Trainer Resources course, Test Examiner Training and Calibration course, and the LEA Certification course requires enrollment keys. The LEA ELPAC coordinator is the only person with access to the enrollment keys and is responsible for distributing the keys to the appropriate LEA staff.
Videos are a key part of each of the training courses on the Moodle Training Site . These training videos help LEA ELPAC coordinators, site ELPAC coordinators, and ELPAC TEs become familiar with the necessary requirements for a successful Alternate ELPAC administration.
Additional Training
A variety of workshops and professional development opportunities are offered throughout the year. Optional statewide trainings are held virtually and can be found on the Upcoming and On-Demand Trainings web page. These include Coffee Sessions during which coordinators can ask the CDE and ETS questions, as well as new coordinator trainings and other opportunities.
Videos and Quick Reference Guides
The Administer a Test Session , Initial Alternate ELPAC , and Summative Alternate ELPAC web pages provide step-by-step instructions for how to accomplish a task or activity for the Alternate ELPAC. These instructions are available in either PDF, DOCX, or video format.
Practice and Training Tests
Online practice and training tests are available for the Alternate ELPAC.
Background
The online Alternate ELPAC practice and training tests allow students, parents/guardians, families, teachers, administrators, and others an opportunity to become familiar with the online test delivery platform as well as the types of test questions that may appear on the actual assessment at each grade level or grade span.
The practice test includes examples of all the types of test questions that may appear in the actual assessment at each grade level or grade span and mirrors a full-length operational Alternate ELPAC. The training test is shorter compared to the practice test, is appropriate to use for training students on how to navigate through the test, and can be used to determine which embedded accessibility resources may be appropriate for a student.
The practice and training tests are available for kindergarten, grade one, grade two, grade span three through five, grade span six through eight, grade span nine and ten, and grade span eleven and twelve.
The following resources are available on the Practice and Training Test Resources web page on the CAASPP & ELPAC Website:
- Training test DFAs for each grade level and grade span
- Practice test DFAs and picture cards representing each grade level and grade span
- Practice test scoring guides for each grade level and grade span
Public Access
The practice and training tests can be accessed and used as a guest without logon credentials and without using the secure browser, although a supported web browser is necessary. While the practice and training tests do not require use of the secure browser, some accessibility resources, such as print-on-demand, are only available through the secure browser. Refreshable or embossed braille, where available, can be accessed using a web browser.
Secure Access
A TE user who wants to administer a practice test or training test that uses the print-on-demand resource is required to log on to the Test Administrator Interface using their TOMS credentials. A TE can also log on to practice using the Test Administrator Interface during a practice test or training test session. TEs can contact their site ELPAC coordinator for logon credentials if needed.
Technology Resources
The CAASPP and ELPAC Technical Specifications and Configuration Guide for Online Testing provides technology coordinators information about supported technology and technology requirements and can be used to confirm that the school meets the minimum requirements for computer-based testing with the technical specifications for computer-based testing, including the following:
- Information about internet and network requirements
- Hardware and software requirements
- Secure browser installation
- Supported operating systems for student testing
- Supported web browsers
- Supported peripheral equipment for testing
The Bandwidth Checker web page can assist technology coordinators to assess network readiness by performing a real-time check of a school’s network bandwidth. Note that technology coordinators may want to run this test more than once and at different times of the day because estimates change as the network conditions change and can vary from run to run.
Initial Alternate ELPAC: Generating the Parent/Guardian Notification Letter Data File
Through TOMS, the LEA ELPAC coordinator and local scoring correspondence administrator can download the Initial ELPAC and Initial Alternate ELPAC Parent/Guardian Letter Data File. This Excel file will contain pertinent information from the merging of all domain scores in TOMS to produce the official score information, which can be merged into the Initial Parent Notification Letter for parents/guardians. The sample of the Initial Parent Notification Letter template is available on the Parent Notification web page on the CDE website. The templates themselves are on the Notification Letter Templates web page on the CAASPP & ELPAC Website .
Overview
The Alternate ELPAC is a secure assessment. All LEA ELPAC coordinators and site ELPAC coordinators are required to read and electronically sign the ELPAC Test Security Agreement and ELPAC Test Security Affidavit prior to accessing test materials. All ELPAC TEs, secondary TEs, and other school staff assisting in the test administration with access to TOMS are required to read and electronically sign the ELPAC Test Security Affidavit prior to testing and handling test materials. Proctors and other school staff assisting in the test administration that have no access to TOMS are required to read and sign the ELPAC Test Security Affidavit for Non-TOMS Users (PDF) prior to handling test materials. Site ELPAC coordinators may download and print the ELPAC Test Security Affidavit for Non-TOMS Users. The signed copies should be kept for the entirety of the test administration.
Security of the Test Environment
The secure browser is a secure online testing environment in which a device is restricted from accessing prohibited computer applications (local or internet-based), copying, or otherwise sharing test data. The purposes of the secure test environment are to maintain test security and provide a stable testing experience for students across multiple platforms. The security of assessment instruments and the confidentiality of student information are vital to maintaining the validity, reliability, and fairness of the results.
All test items and test materials are secure and must be appropriately handled. Secure handling protects the integrity, validity, and confidentiality of assessment items, prompts, and student information. Any deviation in test administration must be reported as a test security incident to ensure the validity of the assessment results.
It is the responsibility of each person participating in the administration of the Alternate ELPAC to immediately report any violation or suspected violation of test security or confidentiality. The site ELPAC coordinator is responsible for immediately reporting any security violation to the LEA ELPAC coordinator.
In the case of a student cheating, the TE must stop the cheating; however, the student may be allowed to complete the remainder of the assessment. After testing, the TE must notify the site ELPAC coordinator. Do not call the CDE or the LEA Success Agent to report student cheating. Instead, the LEA ELPAC coordinator or site ELPAC coordinator must report an incident using the STAIRS/Appeals process.
Requirements
All people who have witnessed, been informed of, or suspect the possibility of a test security incident that could potentially affect the validity or the security of the assessments should report such breaches to a site ELPAC coordinator or LEA ELPAC coordinator. Note that only LEA ELPAC coordinators and site ELPAC coordinators may report the incident using the STAIRS/Appeals process and, if directed, file an Appeal. Review the information in the Identifying Testing Improprieties, Irregularities, and Breaches and Appeals Submission (as necessary) subsections of this manual; and then refer to the CAASPP and ELPAC Security Incidents and Appeals Procedure Guide for additional instructions.
Table 1 through table 4 describe security requirements for the test environment during various stages of testing. The test environment refers to all aspects of the testing situation while students are testing and includes what a student can view, hear, or access (including access via technology).
Before Testing
| Requirement | Description |
|---|---|
| Instructional materials removed or covered | Instructional materials must be removed or covered, including, but not limited to, information that might assist students in answering questions. This includes material that is displayed on bulletin boards, chalkboards, dry-erase boards, or charts (for example, wall charts that contain literary definitions, maps, mathematics formulas, graphic organizers, etc.). |
| Student seating | For one-on-one administration, it is recommended that the TE sit side by side with the student for the receptive composite and face-to-face or at a 90-degree angle for the expressive composite. |
| Signage |
To promote optimum testing conditions, place a “TESTING—DO NOT DISTURB (PDF) “Unauthorized Electronic Devices May Not Be Used at Any Time During the Testing Session (PDF) |
During Testing
| Requirement | Description |
|---|---|
| Quiet environment | Provide a quiet environment void of talking or other distractions that might interfere with a student’s ability to concentrate or might compromise the testing situation or environment. |
| Student supervision | Students must be actively supervised by a trained TE (and proctor, if applicable) and are prohibited from accessing or using unauthorized electronic devices that allow access to outside information, communication among students or with other people outside the testing environment, or photographing or copying test content. This includes any device with cellular, messaging, or wireless capabilities, but is not limited to cell phones, smart watches, tablets, cameras, and electronic translation devices. |
| People in the testing room | Only testing staff and students who are actively testing should be in the testing room. Unauthorized staff or other adults, including students’ parents/guardians, must not be in the room during testing. |
| Access to allowable resources only | Students must only have access to, and use of, allowable resources (refer to the Establishing Appropriate Testing Conditions subsection for examples) that are permitted for each specific assessment (or portion of an assessment). This includes access to medical supports and devices that may be integrated into other technology devices. Use of such devices may require additional monitoring or a separate test setting to maintain test security. |
| Access to assessments | Only the student who is testing, a primary TE, and a secondary TE (if the LEA has been assigned to participate in second scoring) may view items. TEs should use caution when reviewing the DFA, the test questions, the picture cards, and other materials before testing begins and when preparing student resources (e.g., AAC devices) to individualize the student testing experience. |
| Testing through secure browser | Administration of the computer-based Alternate ELPAC is permitted only through the secure browser. The use of third-party accessibility software or devices is permitted only if the student has been assigned the permissive mode designated support. |
During and After Testing
| Requirement | Description |
|---|---|
| No copies of test materials | Unless needed as a print-on-demand designated support or to produce test content locally in braille, no copies of the test items, stimuli, reading passages, or writing prompts may be made or otherwise retained. |
| No access to digital, electronic, or manual devices | No digital, electronic, or manual device may be used to record or retain test items, reading passages, or writing prompts. Similarly, these materials must not be discussed with, or released to, anyone via any media, including fax, email, text message, social media websites, etc. |
| No retaining, discussing, or releasing test materials | Descriptions of test items, stimuli, printed reading passages, or writing prompts must not be retained, discussed, or released to anyone. |
| No reviewing, discussing, or analyzing test materials | LEA ELPAC coordinators, site ELPAC coordinators, and other staff may not review, discuss, or analyze stimuli and test items, at any time, including before, during, or after testing. ELPAC TEs may not discuss or analyze stimuli and test items but may review the stimuli and test items in preparation for individualized student assessment. The student may not discuss or share stimuli or test items with anyone during or after testing. |
| Keeping all test materials secure at all times | Printed materials such as the DFA, print-on-demand stimuli and items, picture cards, and documents with student information must be kept in a securely locked room or locked cabinet that can be opened only with a key or keycard by staff responsible for test administration. LEAs need to make sure DFAs are securely destroyed after test administration is complete. The device on which downloaded files, such as DFAs, temporarily reside should be secured. |
After Testing
| Requirement | Description |
|---|---|
| No test materials used for instruction | Test items and stimuli must not be used for instruction. However, LEAs are allowed to use the training and practice tests in the classroom as those are not secure and are publicly available. |
| Maintain security while entering student results into the DEI | LEA staff, including second scorers, entering student results into the DEI should be in a private location, away from students. Staff entering information must have signed the Test Security Affidavit online. |
| Destroy test materials securely | Upon a student’s completion of the assessment, printed stimuli and test items, scratch paper, picture cards, and notecards or paper that include student logon information must be collected and inventoried, and then immediately securely destroyed as directed by the LEA ELPAC coordinator. Printed DFAs must also be securely destroyed at the end of the Alternate ELPAC testing window. |
Handling Secure Printed Materials
Using Print-on-Demand Materials
For those students whose IEP or Section 504 plan identifies the non-embedded print-on-demand designated support for paper copies of passages or items or for students who are assigned color contrast as a designated support with the print-on-demand accessibility resource, the LEA ELPAC coordinator must assign this resource for each student in TOMS. This resource is provided at the test-site level and is coordinated and delivered by an Alternate ELPAC TE.
Note the following about the non-embedded print-on-demand designated support:
- Identification of the print-on-demand non-embedded designated support must be made on an individual student basis and documented in the student’s current IEP or Section 504 plan.
- A very small percentage of students should require this designated support.
- The use of this designated support may result in the student needing additional time to complete the assessment.
Once a student is approved and assigned to receive the printing of test items or passages for the Alternate ELPAC, the TE may send a print request from the student interface to the TE’s device during testing by selecting the [Print] icon on the screen. This request needs to be made for each individual item.
A TE should follow these guidelines when using the print-on-demand designated support:
- A TE approves and processes individual student print requests during test administration.
- Because content is printed individually for each test item, using the print-on-demand functionality does not allow a printed version of the computer-based assessment to be created prior to testing.
- Before the TE requests to print a test item or passage, the TE must ensure that the printer is on and is monitored by staff who have been trained and have signed the ELPAC Test Security Affidavit.
- Immediately after printing a print-on-demand request, the file should be securely deleted from the TE’s device in such a way that the file does not remain in temporary storage where it can be undeleted. Refer to the Destroying Electronic Files subsection for additional instructions.
- The TE must collect the previously printed item from the student after the next item’s print request or, if no request was made, after administering the next item.
- Printed items must be securely stored and then securely destroyed after the test session. Do not keep printed test items or passages for future test sessions.
Refer to the Approving Print Requests subsection for more information on print-on-demand.
Destroying Secure Printed Materials
All test materials must remain secure at all times.
DFAs and picture cards that were printed for TEs after being downloaded from the password-protected TOMS must be kept in a securely locked room or locked cabinet when not in use. Printed DFAs, test items or passages, picture cards, and scratch paper must be collected and inventoried at the end of each test session and then securely destroyed immediately according to LEA and ELPAC policies or procedures from all sources.
Securely Destroying Scratch Paper
Students may use scratch paper to make notes or to write or draw a response to a CR item. Note the following about handling scratch paper securely:
- Collect and inventory the scratch paper at the end of each test session, as well as upon completion of the assessment.
- Do not keep printed test items or passages or scratch paper for future test sessions.
Destroying Electronic Files
Immediately after printing the assessment, or after making a printed copy of a DFA or picture cards, the file produced by the process must be securely deleted from the location on which it was stored. Users should confirm that the file is removed from all places on the device, including a Downloaded folder and any cloud storage.
All files must be deleted in such a way that the file does not remain in a temporary storage location, such as Windows’ Recycle Bin, where it can be undeleted. TEs and site ELPAC coordinators should use the school’s or LEA’s preferred method of secure file deletion.
While there are many ways to permanently delete a file, including using a “shredding” tool that might be part of a virus scanning tool, what follows are basic ways to remove a file from a Windows or Macintosh system:
- Windows—Hold the [Shift] key when deleting the file or empty the Recycle Bin after deleting.
- Macintosh and Macintosh equivalent devices using macOS—Press the [Command] + [Delete] keys with any file or folder selected to send a file to the Trash and then press the [Shift] + [Command] + [Delete] keys or open the Finder menu and then select Secure Empty Trash to immediately empty the Trash.
Identifying Testing Improprieties, Irregularities, and Breaches
Test security incidents, such as improprieties, irregularities, and breaches, are behaviors prohibited either because they give a student an unfair advantage or because they compromise the secure administration of the assessments. Whether intentional or by accident, failure to comply with security and administration rules, either by staff or students, constitutes a test security incident. Improprieties, irregularities, and breaches need to be reported in accordance with the instructions in this section for each severity level.
LEA ELPAC coordinators or site ELPAC coordinators will use the online STAIRS process in TOMS for reporting test security incidents and irregularities that occur before, during, or after testing. Some incidents may require that an Appeal be submitted to reset, reopen, or restore (if an assessment had been reset in error) a computer-based assessment. LEA ELPAC coordinators or site ELPAC coordinators can make the determination by reporting the incident using the online STAIRS/Appeals process in TOMS.
The STAIRS/Appeals Process
The online STAIRS/Appeals process, which is available in TOMS and described in the CAASPP and ELPAC Security Incidents and Appeals Procedure Guide , must be used by LEA ELPAC coordinators and site ELPAC coordinators to report a confirmed test security incident or other testing issue that interferes with the administration and completion of the assessment.
LEA ELPAC coordinators and site ELPAC coordinators must ensure that all test security incidents are documented using the STAIRS/Appeals process in TOMS within 24 hours of the incident.
After the incident is reported, TOMS will immediately prompt the filing of an Appeal if that is the appropriate action. A system email will be sent that describes the submittal and includes the STAIRS case number that can be used for searches in TOMS. This email will be sent to the submitter (and to the LEA ELPAC coordinator, if the STAIRS case or the Appeal is submitted by the site ELPAC coordinator).
LEA ELPAC coordinators must view the announcements and to-do list in the “MyTOMS at a Glance” section of their home page in TOMS. TOMS sends an automated notification to the LEA if there are any STAIRS cases that have a Draft status and need to be submitted shortly before the LEA’s testing window closes.
STAIRS cases with any status are searchable in Search Appeals in TOMS.
Incident Definitions and Action Steps
Refer to the CAASPP and ELPAC Security Incidents and Appeals Procedure Guide for details about the incident reporting process and a detailed description of the STAIRS process.
After an incident has occurred, the site ELPAC coordinator is responsible for reviewing and verifying the details of the incident and immediately notifying the LEA ELPAC coordinator of any security breaches or testing irregularities that occur before, during, or after testing. Depending on the LEA’s procedure, it is either the LEA ELPAC coordinator or the site ELPAC coordinator who submits the incident using the STAIRS/Appeals process.
If the incident is a breach, the LEA ELPAC coordinator should be informed immediately; it is the LEA ELPAC coordinator who will initiate action. If the incident is due to social media exposure on the part of a student or adult, in addition to submitting the incident via STAIRS, the LEA ELPAC coordinator must immediately contact CalTAC by phone at 800-955-2954 to report it.
The LEA ELPAC coordinator will also respond to and assist the CDE and test security personnel, as requested. Any documentation associated with the incident should be kept for at least one year.
The online data-entry screens used during the STAIRS/Appeals process in TOMS prompt the user through the steps necessary to submit a STAIRS case. The CAASPP and ELPAC Security Incidents and Appeals Procedure Guide lists the incident types and any action to be taken.
Impropriety
An impropriety is an unusual circumstance that has a low impact on the individual or group of students who are testing and has a low risk of potentially affecting student performance on the assessment or of impacting test security or test validity. An example of an impropriety could be if another student was making distracting gestures or sounds or talking during the test session that creates a disruption in the test session for the student who was testing, or a student left the test room without authorization.
The steps to process an impropriety are as follows:
- Local administrators or staff take corrective action and notify the site coordinator.
- The incident is mitigated as necessary by school staff, and the LEA coordinator is notified for assistance with mitigation as necessary.
- The site ELPAC coordinator or LEA ELPAC coordinator reports the impropriety using the online STAIRS/Appeals Process in TOMS within 24 hours.
Irregularity
An irregularity is an unusual circumstance that impacts an individual or group of students who are testing and may potentially affect student performance on the assessment or impact test security or test validity. These circumstances can be contained at the local level. An example of an irregularity could be that a student was assigned an incorrect designated support or accommodation, or an incorrect assessment was administered.
The steps to process an irregularity are as follows:
- Local administrators or staff take corrective action and notify the site coordinator.
- The incident is mitigated as necessary by school staff, and the LEA coordinator is notified for assistance with mitigation.
- The site ELPAC coordinator or LEA ELPAC coordinator reports the irregularity using the online STAIRS/Appeals process in TOMS within 24 hours.
- The CDE or the ETS LEA Administrator reviews the STAIRS case and approves the Appeal, if necessary. The coordinator retains the STAIRS response email for the record.
- If the STAIRS case that was submitted results in an irregularity notation, it is reported at the composite level in the STAIRS reports and in the [Score Status] tab of the student’s profile in TOMS.
Breach
A breach is a test administration event that poses a threat to the validity of the assessment. Breaches require immediate attention and escalation. If the breach is due to social media exposure on the part of a student or adult, the LEA ELPAC coordinator must call CalTAC at 800-955-2954. Following the call, the site ELPAC coordinator or LEA ELPAC coordinator must report the breach using the STAIRS/Appeals process within 24 hours.
Examples may include such situations as exposure of secure materials, a repeatable security or system risk, a TE modifying student answers, or that test items were shared on social media. These circumstances have external implications.
The steps to process a breach are as follows:
- Local administrators or staff mitigate the incident as necessary and immediately report the breach to the site ELPAC coordinator, the LEA ELPAC coordinator, or both.
- LEA staff members investigate the security risk, alert the LEA Success Agent or call CalTAC for social media breaches, and stand ready to receive further instructions.
- The site ELPAC coordinator or LEA ELPAC coordinator reports the breach using the online STAIRS/Appeals process in TOMS within 24 hours.
- The LEA ELPAC coordinator submits an Appeal request, if prompted. The coordinator will be required to also include a plan of action for avoiding similar testing incidents in the future.
- The submitter (and the LEA ELPAC coordinator, if the submitter was a site ELPAC coordinator) receives an email summarizing the submittal.
- The CDE reviews the STAIRS case and approves the Appeal, if necessary. The coordinator retains the STAIRS response email for the record.
- If the STAIRS case that was submitted results in an irregularity notation, it is reported at the composite level in the STAIRS reports and in the [Score Status] tab of the student’s profile in TOMS.
Appeals Submission
Process
If an Appeal is warranted for an incident and the case is submitted, the STAIRS process creates a request for an Appeal. An Appeal is processed within four business days of its receipt. Users will receive an email verifying that the Appeal has been processed. Ensure that communications generated by the email address ca‑assessments@ets.org are not automatically sent to a junk mail or spam folder.
The CDE may review a STAIRS case to determine whether the testing issue requires additional action by the LEA.
Coordinating STAIRS Cases and Appeals Between the Initial Alternate ELPAC and the Summative Alternate ELPAC
If the student is assigned to take the Summative Alternate ELPAC, the LEA must ensure that all STAIRS cases and Appeals are submitted and approved for the Initial ELPAC or Initial Alternate ELPAC prior to when the student begins testing for the Summative Alternate ELPAC.
If an Appeal of the Initial ELPAC or Initial Alternate ELPAC has been approved for a Reset, Restore, or Reopen Appeal—or Rescore, for the Initial ELPAC only—the student’s Summative Alternate ELPAC test assignment is removed from TOMS until the student completes Initial ELPAC or Initial Alternate ELPAC testing and the student’s ELAS is received from CALPADS.
Once the student has started the Summative Alternate ELPAC, TOMS does not allow the submission of any new Appeal or approval of existing Appeals, if any, for the Initial ELPAC or Initial Alternate ELPAC. If a student needs to finish Initial ELPAC or Initial Alternate ELPAC testing, the LEA is required to first submit a Reset Appeal where the student either started or completed testing for the Summative Alternate ELPAC. Any Appeal for the Initial ELPAC or Initial Alternate ELPAC in TOMS can be submitted only after the assessment is reset for the Summative Alternate ELPAC for the student.
Preparing for the Alternate ELPAC Administration
This section provides an overview of the various tasks and actions LEAs should complete to prepare for administering the Alternate ELPAC. Refer to the Administer a Test Session web page on the CAASPP & ELPAC Website for additional resources, such as the Preparing for Administration documents, that are available for reference.
Student Data
CALPADS is the authoritative source for student enrollment, demographic, and program information for TOMS. The student-level data from CALPADS will be used for administration of the Alternate ELPAC. The use of CALPADS data for these assessments underscores the importance of keeping CALPADS up to date and accurate. LEA ELPAC coordinators need to work closely with the LEA CALPADS coordinator to confirm that students do not have multiple SSIDs because of having been enrolled in other LEAs. Any student listed in the MIDS report for CALPADS should not test until the information has been corrected.
The minimum data that needs to be correct in CALPADS for a student to start testing is as follows:
- Name
- Grade
- School and LEA information
- CALPADS enrollment status codes of 10 (primary) or 30 (short-term)
- Parent/Guardian address (to be printed on SSRs)
- ELAS (must be TBD to be assigned to the Initial Alternate ELPAC and EL to be assigned to the Summative Alternate ELPAC)
- Primary language (must be a language other than English or ASL to be assigned to any ELPAC)
- A “Y” in the IDEA Indicator
- A valid Primary Disability Code
- All other demographic fields the LEA wants to view in the final student data file that is downloadable from TOMS
CALPADS documentation, including field names and field codes, and information about CALPADS support are available on the CDE California Longitudinal Pupil Achievement Data System (CALPADS) web page.
Using TOMS to Prepare for the Alternate ELPAC Administration
TOMS is a secure website where authorized users from LEAs can perform tasks for the Alternate ELPAC, including (but not limited to) the following:
- Add and delete users
- Assign students’ test settings
- Access DFAs and picture cards if identified in the student’s IEP
- Manage Alternate ELPAC test administration
- Access STAIRS to submit testing incident reports
- Download data, including student files and test reports
Usernames and Passwords
Usernames and passwords are created in TOMS after an LEA ELPAC coordinator or site ELPAC coordinator has entered users for access. Having a username and password allows ELPAC TEs to log on to the Test Administrator Interface , which is necessary to generate a test session ID and approve students for testing.
For more information about the different user roles in TOMS, refer to the TOMS User Guide .
Student Test Assignment in TOMS
LEA ELPAC coordinators and site ELPAC coordinators must use TOMS to verify that all eligible students have been assigned to take the Alternate ELPAC. Student eligibility is based on a decision by the IEP team. Once the IEP team determines the student is eligible for the Alternate ELPAC, the IEP is entered into the SIS, and the information the SIS receives is updated in CALPADS. Student demographic data from CALPADS is uploaded into TOMS on a nightly basis. It is important for LEAs to keep CALPADS data up to date.
Information about setting up student test assignments in TOMS, including using the bulk upload option, can be found in the Upload Student Updates: Overview section of the TOMS User Guide .
Student Test Settings in TOMS
Embedded and non-embedded accommodations and designated supports that do not affect student scores are available for students taking the Alternate ELPAC. Configuring student test settings in TOMS ensures that students receive the assigned embedded accessibility resources for the computer-based assessments. These accommodations and designated supports must be assigned in the [Test Settings] tab of the Student Profile page in TOMS. For more information about available accessibility resources and helpful videos about test settings, refer to the Accessibility Resources web page on the CAASPP & ELPAC Website as well as the CAASPP and ELPAC Accessibility Guide .
Any changes to student test settings in TOMS must be completed before the student can test. The update, once made, may take up to 24 business hours to appear in the Test Administrator Interface. Failure to correct test settings before testing, which is a testing irregularity, could result in the student not being provided with the needed accommodations, designated supports, or both at the time of testing.
Information about assigning student test settings in TOMS can be found in the Student Profile—Test Settings Overview subsection of the TOMS User Guide .
For the Initial Alternate ELPAC only:
On the day of administration or during administration, if a TE determines that an Initial Alternate ELPAC student needs to have a designated support, the TE can select the appropriate test setting in the Test Administrator Interface. If the need to add a designated support arises in the middle of the administration, the TE must pause the assessment and log the student off. Then, the TE must log the student on again and assign the appropriate test setting before reentering the assessment. The embedded and non-embedded designated supports available through the Test Administrator Interface are listed next.
Alternate ELPAC designated supports include the following:
- Embedded
- Color contrast
- Masking
- Mouse pointer (size and color)
- Permissive mode
- Print size
- Streamline
- Turn off any universal tool(s)
- Non-embedded
- Amplification
- Color contrast
- Color overlay
- Designated interface assistant (DIA)
- Magnification
- Medical supports
- Noise buffers
- Print-on-demand
- Read aloud for items
- Separate setting
- Simplified test directions
- Translated test directions
Student Engagement
Establishing and maintaining student engagement is important to the successful administration of the Alternate ELPAC.
When a student is engaged and ready for testing in a familiar environment with a familiar educator, the student is likely to exhibit the following behaviors:
- Attending to the task with a familiar teacher and environment
- Maintaining attention to the task when encouraged by the teacher (for example, when given praise, sensory breaks, or increased proximity to the teacher)
- Indicating a willingness to participate
- Gazing intentionally at a selection when provided with text, computer images, and picture cards
- Listening intentionally when the teacher is reading text, asking questions, or describing pictures
- Communicating intentional responses that convey attentiveness to the teacher, such as speaking, nodding, pointing, gesturing, and using assistive technology, as well as physical changes in posture, body position, respiration, voice, movement, and facial expression
- Being able to be redirected to the task
- Using individualized supports to self-regulate during testing, such as a schedule, tokens, cards, visual supports, social narratives, tangibles, or sensory diets
In contrast, when a student loses attention during testing or is not ready for the assessment, pause the assessment and continue at a time when the student shows signs of engagement.
A student who has lost attention or is not ready for testing may exhibit the following behaviors:
- Increased sensory stimulation behaviors, such as flapping hands, rocking, twirling hair, rubbing eyes, biting hands, and touching or mouthing objects
- Escape behaviors, such as pushing or moving the chair away from the table, attempting to leave the testing area, repeatedly asking to go to the bathroom or to take a break, and saying “no” or headshaking in response to the teacher
- Attention-seeking behaviors, such as headshaking or answering “no,” changing the subject, talking loudly, humming, or screaming
- Avoidance behaviors, such as intentionally and atypically avoiding another person’s gaze; intentionally looking away from the device, the teacher, or pictures; pushing or moving the device or test materials away; refusing to participate or engaging in an undesired behavior to avoid a task; and saying or indicating anxiety or illness
- Tangible-seeking behaviors, such as requesting access to a specific item or activity
To increase engagement, TEs should
- provide the student with as much time as needed;
- allow the student to communicate as the student does every day; and
- pause and resume the assessment as needed to allow the student to perform well, including administering over multiple days.
Following these strategies will help the student engage more with the assessment.
Technology Infrastructure
Prior to the computer-based Alternate ELPAC administration, LEA ELPAC coordinators and site ELPAC coordinators must review the technology infrastructure at their schools to ensure it meets the minimum requirements for administering the computer-based Alternate ELPAC.
The CAASPP and ELPAC Technical Specifications and Configuration Guide for Online Testing provides the technical specifications for computer-based testing. This includes information about internet and network infrastructure requirements, hardware and software requirements, and secure browser installation.
The Secure Browser
All students must use a secure browser to access the computer-based Alternate ELPAC. The secure browser is updated each year and must be downloaded and installed or updated prior to assessment, even if the device was used for testing in a prior year.
The secure browser is designed to support test security by prohibiting access to external applications or navigation away from the assessment.
School technology coordinators are responsible for ensuring that each device to be used for testing at the school is properly secured by installing the most current secure browser. Secure browsers are available for download on the Secure Browsers web page. Instructions for installing and configuring the secure browser on student devices can be found in the CAASPP and ELPAC Technical Specifications and Configuration Guide for Online Testing .
It is recommended that the secure browser be opened on a student’s testing device before the student approaches the assessment to begin testing.
Establishing Appropriate Testing Conditions
Site ELPAC coordinators and Alternate ELPAC TEs should work together to determine the most appropriate testing option(s) and testing environment based on the number of students in each tested grade level or grade span, the estimated time needed to complete each assessment, and each student’s individual needs. TEs should set up testing areas for students that minimize distractions and maximize student engagement.
For the Alternate ELPAC, the TE can test within the classroom or in a separate setting (which could be a blocked-off area within the room). The Alternate ELPAC will be read aloud to the student, is not timed, and allows for breaks when needed by the student.
Accessibility Resources
Accessibility resources are features or supports that are part of the assessment and are provided either as digitally delivered components of the secure browser (embedded resources) or separate from the secure browser (non-embedded resources). Accessibility resources allow students to participate in an assessment that results in a fair and accurate estimate of each student’s achievement.
Resource Types
Universal Tools, Designated Supports, and Accommodations
Universal tools, designated supports, and accommodations will be available for the Alternate ELPAC. Students may use the embedded universal tools within the TDS, but also have the option to use non-embedded universal tools. The accommodations and designated supports for the Alternate ELPAC must be assigned in the test settings section of TOMS based on the student’s current IEP or Section 504 plan. Use of accommodations and designated supports does not change the construct of the assessment or affect the overall score.
Unlisted Resources
Unlisted resources are non-embedded supports identified in an IEP or Section 504 plan for an eligible student and provided to the student locally. When requesting the use of an unlisted resource, the CDE will determine whether the resource changes the construct of what is being measured. Unlisted resource requests are made in the “Test Settings” section of TOMS 10 business days before the student’s first day of testing. Students using an unlisted resource that changes the construct of the assessment will be assigned the LOSS.
Accessibility Guidelines and Resources
There are a number of sources of information available to assist in understanding, assigning, and using accessibility resources during Alternate ELPAC testing:
- CAASPP and ELPAC Accessibility Guide web manual
- CAASPP & ELPAC Accessibility Resources web page
- CDE CA Assessment Accessibility Resources Matrix web page
- CDE California Longitudinal Pupil Achievement Data System (CALPADS) web page
- CDE Student Accessibility Resources web page
- Importance of Implementing CAASPP and ELPAC Accessibility Resources: Voices from Educators video
- ISAAP Tool website
- TOMS User Guide web manual
Overview
Tasks Prior to Administration
Before administering a test session, verify that the following tasks have been completed:
- Ensure the TE has completed the training and calibration requirements in the Moodle Training Site . (Refer to the Test Administration Trainings and Tutorials web page for details about required training.)
- Ensure the TE is familiar with the instructions and testing guidelines in the PFA. It is recommended that TEs thoroughly read the entire PFA and DFA prior to the assessment to properly understand and administer the assessment.
- Review the How to Start an Alternate ELPAC Test Session (PDF) web document for detailed instructions on logging on to TOMS and starting a test session.
- Verify student test settings in TOMS are up to date, such as confirming designated supports and accommodations. The TE may add designated supports for the student at the time of testing.
- Confirm the student is registered for the Alternate ELPAC in TOMS.
- Print or download a copy of the DFA a few days prior to the assessment to gather all materials for testing, prepare print-on-demand if necessary, and print out or assemble picture cards, etc.
- Be familiar with the student’s preferred modes of communication (e.g., eye gaze, AAC device, pointing, etc.).
- Verify the security of the testing environment. (Refer to the Overview section of the Test Security chapter of this manual.)
- All displayed instructional materials (for example, vocabulary charts, etc.) are covered or taken down.
- “TESTING—DO NOT DISTURB” (PDF) signs are posted outside of the testing room.
- “Unauthorized Electronic Devices May Not Be Used at Any Time During the Testing Session” (PDF) signs are posted.
- Ensure that the student does not have access to digital, electronic, or manual devices (e.g., cell phones, smart watches) during testing, unless it is an approved accessibility resource.
- Launch the Test Administrator Interface and secure browser on a separate device before the student approaches the assessment to begin testing.
Using the DFAs
For the 2024–25 Summative Alternate ELPAC, there is a DFA for
- kindergarten,
- grade one,
- grade two,
- grade span three through five,
- grade span six through eight,
- grade span nine and ten, and
- grade span eleven and twelve.
For the 2024–25 Initial Alternate ELPAC, there is a DFA for
- kindergarten,
- grade one,
- grade two,
- grade span three through five,
- grade span six through eight, and
- grade span nine through twelve.
These DFAs will be available to LEA ELPAC coordinators, site ELPAC coordinators, and ELPAC TEs for downloading and printing in the TOMS [Resources] tab.
The Alternate ELPAC measures the four domains of Listening, Reading, Speaking, and Writing in an integrated manner; that is, a single task type assesses multiple domains. The task type—that is, a passage and its related test questions—for this assessment consists of receptive (Listening and Reading) and expressive (Speaking and Writing) item types (figure 1). To ensure students with the most significant cognitive disabilities can fully access and participate in the Alternate ELPAC, these four domains are assessed via students’ individually preferred receptive and expressive communication modes.
The use of receptive and expressive test questions on the Alternate ELPAC allows maximum flexibility for students to demonstrate their English proficiency through the means that are most consistent with how they can communicate in the classroom and in everyday contexts, inclusive of listening, reading, speaking, and writing, as well as alternate modes of communication. Note that in the administration scripts, receptive test questions are marked with an “R” [
] icon, and expressive test questions with an “E” [
] icon.
Figure 1. Receptive and expressive item types
The TE should adhere to the DFA script for administering the assessment. However, in some circumstances, directions may be provided in alternate ways, such as using alternative text as indicated in the DFA.
All directions that a TE needs to read to the student are indicated by the word “SAY” and are in boxes so that they stand out from the regular text. They should be read exactly as they are written, using a natural tone and manner. If the TE makes a mistake in reading a direction, then the TE should stop and say, “I made a mistake. Let me say it correctly.” Then the direction should be reread. Only modify the script according to what is allowed in the DFA. These instructions can be found in the DFA.
If asked a question by a student, the TE should answer and provide encouragement but should never help the student with specific test questions.
Student Engagement
Establishing and maintaining student engagement is important to the successful administration of the Alternate ELPAC.
When a student is engaged and ready for testing in a familiar environment with a familiar educator, the student is likely to exhibit the following behaviors:
- Attending to the task
- Staying focused on the task when encouraged by the teacher (for example, when given praise), or provided with sensory breaks or increased proximity to the teacher
- Indicating a willingness to participate
- Gazing intentionally at a selection when provided with text, computer images, and picture cards
- Listening intentionally when the teacher is reading text, asking questions, or describing pictures
- Communicating intentional responses that convey attentiveness to the teacher, such as speaking, nodding, pointing, gesturing, and using assistive technology, as well as physical changes in posture, body position, respiration, voice, movement, and facial expression
- Being able to be redirected to the task
- Using individualized supports to self-regulate during testing, such as a schedule, tokens, cards, visual supports, social narratives, tangibles, or sensory diets
In contrast, when a student loses attention during testing or is not ready for the assessment, pause the assessment and continue at a time when the student shows signs of engagement.
A student who has lost attention or is not ready for testing may exhibit the following behaviors:
- Increased sensory stimulation behaviors, such as flapping hands, rocking, twirling hair, rubbing eyes, biting hands, and touching or mouthing objects
- Escape behaviors, such as pushing or moving the chair away from the table, attempting to leave the testing area, repeatedly asking to go to the bathroom or to take a break, and saying “no” or headshaking in response to the teacher
- Attention-seeking behaviors, such as headshaking or answering “no,” changing the subject, talking loudly, humming, or screaming
- Avoidance behaviors, such as intentionally and atypically avoiding another person’s gaze; intentionally looking away from the computer, the teacher, or pictures; pushing or moving the computer or test materials away; refusing to participate or engaging in an undesired behavior to avoid a task; and saying or indicating anxiety or illness
- Tangible-seeking behaviors, such as requesting access to a specific item or activity
To increase engagement, TEs should
- provide the student with as much time as needed;
- allow the student to communicate as the student does every day; and
- pause and resume the assessment as needed to allow the student to perform well, including administering over multiple days.
Following these strategies will help the student engage more with the assessment.
Administering a Computer-based Test Session
This section contains information on entering student responses into the system, monitoring progress in the Test Administrator Interface, and how to approve print requests. The steps for starting and ending the test session and logging the student on to the TDS are found in How to Start an Alternate ELPAC Test Session (PDF) .
Computer-based Assessments:
- Green—all interim assessments
- Red—Smarter Balanced Summative Assessments
- Indigo—California Alternate Assessments (CAA)
- Brown—California Science Test (CAST)
- Mint—California Spanish Assessment (CSA)
- Teal—Initial ELPAC
- Blue—Summative ELPAC
- Orange—Alternate ELPAC
- Purple–Initial Alternate ELPAC
Online Practice and Training Tests:
- Pink—All practice tests
- Golden Yellow—All training tests
A test session must be created before the TE can log the student on to the secure student browser. For a student to take a specific assessment, the assessment must be selected in the test session.
Entering Student Responses into the System
A student or the TE may enter responses into the testing device using a mouse, keyboard, or other assistive technology as necessary. The DFAs and training materials include guidance on the use of engagement strategies, including the “Mark as No Response” functionality and the use of pauses and breaks, so that TEs can identify when it is appropriate to continue administering the assessment or when it is appropriate to stop testing and submit the assessment.
LEAs can refer to the Response Options for Alternate Assessments (PDF) flyer for more information on what to do during the assessment based on the student’s needs, skills, and abilities. Decisions on how to administer an assessment to each student should be informed by the TE’s knowledge of the individual student.
Using the Mark as No Response Feature
TEs should follow guidance in the DFAs and training on the use of engagement strategies, including the use of the Mark as No Response option. For cases where the student is presented with a question and does not respond, after attempts to reengage the student have been made either the same day or during another session, TEs should use the Mark as No Response option.
On each test question within the student interface, TEs have the ability to select Mark as No Response in the context menu. Questions that have been marked as no response can be presented to the student again as appropriate. If the TE determines that the student’s assessment should be stopped and submitted, the TE should be sure that at least one receptive and one expressive test question have been responded to or have the Mark as No Response option selected in the context menu to count the student as having participated in the assessment. Questions that have been marked as no response will have this symbol of a circle with a diagonal line through it: 
.
Note that to be considered as having participated in the Alternate ELPAC, a response must be indicated using the MC options or the Mark as No Response option in the context menu for, at minimum, one receptive test question and one expressive test question. If a student’s assessment is submitted without a response for at least one expressive test question and one receptive test question, then the student will not be counted as having participated. In the administration scripts in the DFAs, receptive test questions are marked with an “R” [
] icon, and expressive test questions with an “E” [
] icon. LEAs can refer to the Alternate ELPAC Participation and Scoring (PDF) flyer for more information.
Figure 1 shows how to select the Mark as No Response option in the TDS. A warning will appear. More information on the “Mark as No Response” feature is available in the DFA.
Figure 1. Mark as No Response option
Figure 2 shows the warning that appears when the “Mark as No Response” feature is used.
Figure 2. “Mark as No Response” warning message box
Pause Rules
The pause rules that follow apply regardless of whether the student or the TE pauses the assessment, or whether there was a technical issue (for example, power outage or network failure) that resulted in the student being logged off. The same pause rules used on the CAAs apply to the Alternate ELPAC. For example, the TE may pause and resume the assessment as many times as necessary to allow the student to perform well, even if this means that an assessment will be administered over a number of days. However, once the testing window has closed, all open assessments will be force-submitted, and students will not be able to continue testing. LEAs can refer to the Response Options for Alternate Assessments (PDF) flyer for more information on when to pause and resume testing during the assessment. flyer for more information on when to pause and resume testing during the assessment.
Test Timeout (Due to Inactivity)
As a security measure, the student and TE are automatically logged off after 30 minutes of test inactivity. For the student, activity is defined as selecting an answer or navigation option in the assessment (for example, selecting [Next] or [Back] or using the Questions drop-down list to navigate to another item). Moving the mouse or selecting an empty space on the screen is not considered activity. This timeout also results in the assessment being paused automatically.
For the TE, activity means that the student is registering test activity. As long as the student is testing, the TE will not be logged off. If the student is not engaging with the items, the TE can pause and resume the assessment as many times as necessary, including over multiple days. Be sure to keep in mind that the assessment will expire at the end of the testing window. Before the secure browser logs the student off the assessment, a warning message will be displayed on the screen. If [OK] is not selected within 60 seconds after this message appears, the student will be logged off. Selecting [OK] will restart the 30-minute inactivity timer.
Figure 3 provides an example of the message that appears in a test timeout warning:
![Test timeout warning message that reads, 'Are you still there? Click OK to continue or you will be logged out in 30 seconds. [Message Code: 10906].'](/s/alt-elpac-otam/administering-to-students/computer-based-test-session/2024-5b-clip_image009.jpg)
Figure 3. Test timeout warning message
Test Expiration Rules
“Opportunities” refers to the number of times a student can take an assessment within a range of dates. The assessment remains active until the student completes and submits the assessment or until the assessment expires, whichever occurs sooner. The assessment will expire once the testing window has closed. Once a test opportunity expires, the student cannot complete or review the assessment unless a Reopen Appeal is submitted through STAIRS. Specifically for the Alternate ELPAC, once an assessment expires, a student cannot complete or review the assessment because the end of the testing window has been reached.
Estimated Testing Times
The Alternate ELPAC is an untimed assessment. Each task type is presented in each grade level or grade span. The estimated cumulative testing time for the Initial Alternate ELPAC is 40 to 60 minutes, and the Summative Alternate ELPAC is 60 to 90 minutes. This estimated testing time includes the presentation of student directions, stories, and test questions. The estimated testing time does not include logon and device setup time.
The estimated time for the administration of each task type is provided in table 1 for the Alternate ELPAC.
| Task Type | Kindergarten–Grade 2 | Grades 3–12 |
|---|---|---|
| Recognize and Use Common Words | About 9 minutes | About 7 minutes |
| Communicate About Familiar Topics | About 4 minutes | About 3 minutes |
| Understand a School Exchange | About 7 minutes | About 5 minutes |
| Describe a Routine | About 7 minutes | About 5 minutes |
| Understand and Express an Opinion | About 8 minutes | About 7 minutes |
| Interact with a Literary Text | About 6 minutes | About 6 minutes |
| Interact with an Informational Text | About 6 minutes | About 6 minutes |
| Field test sets (two sets; Summative Alternate ELPAC only) | About 13 minutes | About 11 minutes |
| Total | 60 minutes | 50 minutes |
Beginning the Assessment
The steps for starting the test session and logging the student on to the TDS are found in How to Start an Alternate ELPAC Test Session (PDF) .
Summative Alternate ELPAC: Test Administration In-Test Survey Questions
In addition to administering and scoring test questions, TEs are also asked to complete a brief in-test survey regarding the student’s communication in the classroom as well as communication and accessibility during testing.
- All in-test survey questions are meant only for the TE and are part of the student’s computer-based assessment. They should not be presented to the student.
- There are six in-test survey questions that are presented at the beginning of the assessment, which must be completed by the TE prior to administering the test to the student.
- The remaining four in-test survey questions are presented at the end of the assessment. These four in-test survey questions must be responded to after the student has completed testing, but prior to submitting the assessment. (Refer to Ending a Test Session for the steps to end an assessment.)
The purpose of the in-test survey is to gather validity evidence on the following aspects of the Alternate ELPAC:
- ELP:
- To gather an external measure of student ELP
- To provide a concurrent check on the validity of the assessment
- Communication modes:
- To gather evidence on the appropriateness of the assessment design (i.e., the organization of task types into receptive and expressive), which helps the CDE make the argument that evidence is being gathered about both students who are nonverbal (for whom the assessment gathers most information from receptive tasks) as well as students who are verbal
- Accessibility:
- To gather evidence about how accessibility resources are being used (e.g., will allow comparisons of those using a certain accessibility resource to those not using it, and the impact on test scores)
- To inform future test administration training (e.g., to fine-tune what needs to be emphasized in training)
In-Test Survey Part A (Segment 1: Questions 1–6)
- [Single Selection Multiple Choice]
Based on interactions with this student during classroom instruction, which of the following best characterizes this student’s current level of overall ELP?
- High or fluent English proficient (Students at this level have sufficient ELP. They may need occasional linguistic support to enable them to access adapted grade-level content in English.)
- Medium or intermediate English learner (Students at this level have moderate ELP. They may need frequent linguistic support to enable them to access adapted grade-level content in English.)
- Low or novice English learner (Students at this level have minimal ELP. They need substantial linguistic support to enable them to access adapted grade-level content in English.)
- [Single Selection Multiple Choice]
Which of the following best describes the student’s listening skills in English?
- Follows 2-step directions
- Follows 1-step directions
- Attends and responds to simple commands
- Indicates a choice when offered an array of items
- Points to or touches objects upon request
- Does not yet attend to sound
- [Single Selection Multiple Choice]
Which of the following best describes the student’s speaking skills in English?
- Verbally speaks 3 or more words in complete sentences using grammatical rules
- Verbally speaks 2 to 3 or more words in sentences or phrases without consistently following grammatical rules
- Verbally speaks 1- to 2-word phrases
- Verbally speaks 1 word at a time
- Uses touch and gestures by pointing and head nodding
- Uses a sign language (ASL or other)
- Uses vocalizations, gestures, and facial expressions to communicate intentionally
- Uses eye gaze with intentionality
- Uses an AAC system (e.g., communication board, picture cards, Big Mack Switch, Proloquo2Go app on iPad)
- Intentionally communicative, when interpreted by a familiar individual
- Not yet intentionally communicative
- [Multiple Selection Multiple Choice]
Which of the following best describes the student’s reading skills in English?
- Reads text without any symbol support with comprehension
- Reads text without symbol support but without comprehension
- Identifies individual words without picture support
- Reads words, phrases, or sentences when pictures or symbols are provided for support
- Recognizes letter sounds (knows sounds associated with letters)
- Recognizes letters (can identify them by name)
- Matches objects to pictures
- Identifies and names objects
- Does not yet have an understanding of print or text
- [Single Selection Multiple Choice]
Which of the following best describes the student’s writing skills in English?
- Writes 1 to 3 sentences (spelling not always correct)
- Writes a simple sentence or phrase (spelling not always correct)
- Writes words (spelling not always correct)
- Writes using word banks
- Selects letters or symbols to express meaning
- Copies letters and words, but does not produce independent writing
- Randomly selects letters or symbols when asked to write
- Makes random marks or scribbles
- Does not yet demonstrate expressive writing skills
- [Single Selection Multiple Choice]
During classroom instruction, what is the primary communication mode that the student uses to communicate, either in English or in another language?
- Verbal (i.e., spoken language)—responses of three words or more
- Verbal (i.e., spoken language)—two-word responses or fixed phrases
- Verbal (i.e., spoken language)—single-word responses
- Writing
- Gesture (e.g., pointing, nodding, touching, arranging)
- AAC systems (e.g., communication board, picture cards, Big Mack Switch, Proloquo2Go app on iPad)
- Eye gaze
- Braille (either contracted or uncontracted)
- ASL or other signed response
- Vocalizations (i.e., sounds made orally but not recognizable as words)
- Other
- Student does not yet have an established communication mode and does not yet demonstrate communicative intent
- Not sure what communication modes the student uses in the classroom
In-Test Survey Part B (Segment 3: Questions 1–4)
- [Single Selection Multiple Choice]
During the Alternate ELPAC administration, what was the primary communication mode that the student used to respond to test questions?
- Verbal (i.e., spoken language)—responses of three words or more
- Verbal (i.e., spoken language)—two-word responses or fixed phrases
- Verbal (i.e., spoken language)—single-word responses
- Writing
- Gesture (e.g., pointing, nodding, touching, arranging)
- AAC systems (e.g., picture cards, Big Mack Switch, Proloquo2Go app on iPad)
- Eye gaze
- Braille (either contracted or uncontracted)
- ASL or other signed response
- Vocalizations (i.e., sounds made orally but not recognizable as words)
- Other
- Student does not yet have an established communication mode and does not yet demonstrate communicative intent
- [Single Selection Multiple Choice]
Did the student use any additional universal tools, other than expanding the items and passages as recommended for all students, during the Alternate ELPAC administration? (That is, did the student use other tools such as zoom, the highlighter, the digital notepad, etc.?)
- Yes
- No
- [Multiple Selection Multiple Choice]
Which of the following designated supports, if any, did the student use during the Alternate ELPAC administration? (Please choose as many as are applicable.).
- ASL/MCE for test directions
- Color contrast
- Color overlay
- Designated Interface Assistant
- Magnification
- Masking
- Medical supports
- Mouse pointer
- Noise buffer
- Permissive mode
- Print-on-demand
- Print size
- Separate setting
- Simplified test directions
- Streamline
- Translated test directions
- Turn off any universal tool(s)
- No designated supports used
Note that if the last option is selected, make sure that the other options are not selected.
- [Multiple Selection Multiple Choice]
Which of the following accommodations, if any, did the student use during the Alternate ELPAC administration? (Please choose as many as are applicable.)
- Additional instructional supports and resources for alternate assessments
- Alternate response options
- ASL/MCE for content and responses
- Breaks
- Scribe
- Speech-to-text
- No accommodations used
Note that if the last option is selected, make sure that the other options are not selected.
Test Segments
Initial Alternate ELPAC
The Initial Alternate ELPAC has only one segment. Table 2 contains the details of that test segment.
| Test Segment | Participant(s) | Content | Instructions |
|---|---|---|---|
|
Segment 1: One-on-One Test Administration |
TE and student | Test questions 1–24 | Must be administered one-on-one with TE and student (After the test segment is completed, users will be presented with a review screen that allows them to review the questions from the segment.) |
Segment 1
The test segment contains the 24 test questions that must be administered one-on-one with the student, which is followed by a review screen (figure 4).
Figure 4. Sample Review screen
The final step is to submit the assessment. Responses cannot be revisited after submitting the assessment.
Summative Alternate ELPAC
The Summative Alternate ELPAC has three segments. Table 3 contains the details of each test segment.
| Test Segment | Participant(s) | Content | Instructions |
|---|---|---|---|
|
Segment 1: In-Test Survey Part A |
TE | In-test survey questions 1–6 | Must be answered by the TE before administering the assessment to the student |
|
Segment 2: One-on-One Test Administration |
TE and student | Test questions 1–30 | Must be administered one-on-one with TE and student (After the test segment is completed, users will be presented with a review screen that allows them to review the questions from that segment.) |
|
Segment 3: In-Test Survey Part B |
TE | In-test survey questions 1–4 | Must be answered by the TE after administering the assessment to the student |
Segment 1
The first segment contains in-test survey questions 1 through 6 and is followed by a review screen (figure 5). LEAs may refer to the in-test survey questions within the Test Administration In-Test Survey Questions subsection of this manual. Remember that the TE must respond to these first six in-test survey questions prior to administering the assessment.
Figure 5. Review screen for in-test survey questions 1 through 6
Segment 2
The test segment contains the 30 test questions that must be administered one-on-one with the student, which is followed by a review screen (figure 6).
Figure 6. Sample Review screen after segment 2
A dialog box confirming that the student is ready to move beyond the segments follows (figure 7).
Figure 7. Leaving Current Segment dialog box
Segment 3
The third segment contains in-test survey questions 1 through 4, which is followed by a review screen (figure 8). LEAs may refer to the in-test survey questions within the Test Administration In-Test Survey Questions subsection of this manual. Remember that the TE must respond to these final four in-test survey questions after administering the assessment. Responses cannot be revisited after submitting the assessment.
Figure 8. Review screen for in-test survey segment 3: questions 1 through 4
Monitoring Progress in the Test Administrator Interface
Test Administrator Site Layout
Figure 9 displays the layout of the Test Administrator Site during an active test session.
Figure 9. Test Administrator Interface layout
Essential Features
The following are essential features in the Test Administrator Site:
- Session ID
- [Select Tests] tab
- [Approvals] tab
- Tests without issue table
Figure 10 and table 4 provide an overview of the major features available in the Test Administrator Site.
Figure 10. Top of Test Administrator Interface screen
| Feature | Description or More Information |
|---|---|
| Session ID | This section displays the unique ID generated for the test session after the test session has begun. |
| [Select Tests] tab | This tab opens the Test Selection window. |
| [Student Lookup] tab | This tab starts the process to search for student information. |
| [Approvals] tab | This tab opens the Approvals and Student Test Settings window after starting a test session. |
| [Help] button | This button displays an online help guide. |
| [Name] drop-down list | This drop-down list displays the Logout and Back to Dashboard options. |
| Logout option | This option logs the TE off the Test Administrator Interface. Refer to the subsection Logging Off. |
| [Stop Session] button | This button ends the existing test session. |
| [Refresh Page] button | This button updates the on-screen information during a test session. |
| Menu drop-down list | This drop-down list displays the Toggle Screensaver option and the Approved Requests option. |
| Toggle Screensaver option | This option toggles the screen saver feature. Refer to the subsection Enabling Screen Saver Mode. |
| Approved Requests option | This option displays a list of print requests approved during the current session. Refer to the subsection Approving Print Requests. |
| [Print] icon | This icon starts the process to print the screen. |
| Tests without issue and Test with potential issues tables | These tables display the testing progress for approved students in the test session. Entries in each table are based on whether the student requires assistance with the test session (for example, if a student had submitted a print request). This feature appears after approving a student for testing. |
Alert Messages
The CDE can send statewide alerts that appear as pop-up messages on the Test Administrator Site. Refer to the sample in figure 11.
Figure 11. Record of alerts
How to Monitor Test Progress
A TE may also use the Test Administrator Interface to view the testing progress of any student. This screen will not show test questions or scores but will let the TE know the percentage of questions that have been delivered to the student.
At the start of the assessment, the student in the session is listed in the Tests without issue table. If the Test Administrator Interface detects a pending print request or a student’s assessment having been paused because of an environment security breach or because of the launch of a forbidden application, the Tests with potential issues table appears at the top.
The Progress column in the Tests table is called out in figure 12.
Figure 12. Monitoring student progress in the Test Administrator Interface
Table 5 describes the columns in the Tests table. To sort the table by a given column, select that column header.
| Column | Description |
|---|---|
| Student Information | The first name, last name, and SSID of the student in the session (as it appears in CALPADS and TOMS). |
| Test | This column displays the name of the student’s selected assessment. |
| Opp # | This column displays the opportunity number for the student’s selected assessment. Each student has only one opportunity. |
| Progress | This column displays the student progression through the assessment that shows the percentage of items answered from the number of items available as well as including a status. Statuses are listed in table 6. |
| Test Settings |
This column displays one of the following: Default: Default test settings are applied for this test opportunity; there were no additional test settings assigned in TOMS for this student. Custom: One or more of the student’s test settings or universal tools, designated supports, or accommodations differ from the default settings. To view the student’s settings for the current test opportunity, select the [View] eye [ |
| Actions |
The icons in this column allow performance of an available action for an individual student’s assessment. Select the [Pause] double-line [ The [Pin] push-pin [ When a student approved for and assigned the print-on-demand designated support requests a printout of a reading passage or other test material, a [Print] button will appear in this column. Select the [Print] button to review and authorize or deny the student’s request. For more information, refer to the subsection Approving Print Requests. |
] icon.
] icon to pause a student’s assessment. When an assessment pauses, this column displays an information button that opens a pop-up message explaining how the assessment became paused. For more information, refer to the 
] icon allows educators to bring specific assessments into focus at the top of the screen during test session monitoring. This might be useful if a student needs extra time, has issues with focus, or has experienced technical issues during testing.Table 6 describes the status under the student’s progress in the Progress column of the Tests table. * Statuses marked with an asterisk (*) appear when the student is not actively testing. The student’s row grays out in such cases.
| Status | Description |
|---|---|
| Approved | The student has been approved but has not yet started the assessment. |
| Started | The student started the assessment and is actively testing. |
| Review | The student visited all questions and is currently reviewing answers before completing the assessment. |
| Reported | The assessment has been submitted, passed Cambium’s quality assurance checks, and was sent downstream for processing and scoring. |
| Paused* | The student’s assessment is paused. The time listed indicates how long the assessment has been paused. |
| Expired* | The assessment was not completed by the end of the testing window and the opportunity expired. |
| Pending* | The student is awaiting approval for a new test opportunity. |
| Suspended* | The student is awaiting approval to resume a test opportunity. |
Test Security
If the TE witnesses or suspects the possibility of a test security incident, the site ELPAC coordinator and LEA ELPAC coordinator should be contacted immediately in accordance with the security guidance provided in the Test Security chapter of this manual.
Enabling Screen Saver Mode
Because the student test progress tables in the Test Administrator Interface may contain sensitive student information, such as SSIDs, there is a screen saver built into the Test Administrator Interface that will be active in the web browser application window either when the TE activates it, or it will activate automatically if the TE is not active in the Test Administrator Interface for five minutes. It turns off when the TE returns the device’s focus to the web browser window by, for example, moving a mouse’s cursor over it. It will also turn off automatically if the test session times out because of TE or student inactivity. The TE should turn on the screen saver once the TE has approved the assessment since the TE will not need to be monitoring the assessment on this device.
The screen saver masking hides data from view and shows the session ID, as presented in figure 13. When students are awaiting approval when the screen saver is active, this information is included under the session ID.
Figure 13. Sample session ID in the Test Administrator Interface screen saver
The TE can turn the screen saver on manually by selecting the Toggle Screensaver option from the Menu drop-down list. The Toggle Screensaver option is indicated in figure 14.
Figure 14. Toggle Screensaver option
Approving Print Requests
A student using the print-on-demand tool can request printouts of test passages and questions. The print-on-demand designated support must be assigned in the test settings in TOMS. When the print request is selected, the request notification appears in the Tests with potential issues table (figure 16). The print-on-demand designated support must be assigned in the test settings in TOMS.
To submit print requests:
-
Select the [Print] printer [
![[Print] printer icon.](/s/alt-elpac-otam/administering-to-students/computer-based-test-session/2024-5b-clip_image038.jpg)
] icon in the top navigation bar in the student interface. The request will be sent to the Test Administrator Interface for the TE to approve (figure 15).
Figure 15. Print Request Sent to Test Administrator dialog box
To approve print requests:
-
Select the [Print] printer [
![[Print] printer icon.](/s/alt-elpac-otam/administering-to-students/computer-based-test-session/2024-5b-clip_image038_0000.jpg)
] icon in the Actions column of the Tests with potential issues table (figure 16).
Figure 16. Tests with potential issues table [Print] icon
-
Review the print request in the Student Print Request(s) window (figure 17) and then take one of the following actions:
Figure 17. Student Print Request(s) window
- To approve the request, select the [Approve] check mark [
![[Approve] check mark icon.](/s/alt-elpac-otam/administering-to-students/computer-based-test-session/2024-5b-clip_image046.jpg)
] icon in the Action column. Proceed to step 3. - To deny the request, select the [Deny] “X” [
![[Deny] 'X' icon.](/s/alt-elpac-otam/administering-to-students/computer-based-test-session/2024-5b-clip_image048.jpg)
] icon in the Action column. In the window that appears, enter a brief reason for denying the request and select the [Deny] button. Entering a reason for denial is optional. Do not proceed to step 3.
- To approve the request, select the [Approve] check mark [
- A printer dialog box opens with a cover page and the items that were selected to print.
- Select [Print] to print the requested test elements.
Viewing Approved Requests
To view approved requests:
-
Select Approved Requests from the Menu drop-down list (figure 18). The Approved Requests window opens (figure 18), listing print requests by student.
Figure 18. Approved Requests option on Test Administrator Interface
-
The Approved Requests window opens, listing print requests by student. To print the list of approved requests, select the [Print] button (figure 19).
Figure 19. Approved Requests window
Ending a Test Session
After answering the in-test survey questions in the third segment, select the [Next] button to proceed to the End Test review screen.
Once the TE has reviewed the answers to the third segment, which is the last four in-test survey questions, the TE must select [Submit Test] on the Submit Test screen to submit the assessment (figure 20).
Figure 20. Submit Test screen
After the TE submits the assessment, the Test Summary screen appears, displaying the student’s name, the test name, and the completion date (figure 21).
Figure 21. Test Summary screen
The TE should select the [Stop Session] button (indicated in figure 22) to end the test session.
Figure 22. [Stop Session]button on the Test Administrator Interface
When selected, the Important! message box appears (figure 23).
Figure 23. Important! message box
When finished, the TE can log off the Test Administrator Interface by selecting the [Name] drop-down list at the top right and then selecting Logout. The TE should also collect any picture cards, scratch paper, and other secure materials and follow procedures for local secure destruction as outlined in the Handling Secure Printed Materials section.
Back to Dashboard
To close the test session and return to the Test Administration Dashboard, select the [Name] drop-down list in the top-right corner of the screen, and then select Back to Dashboard (figure 24).
Figure 24. Return to Dashboard option under the [Name] drop-down list
Logging Off
Use caution when logging off the Test Administrator Interface, as this will log off other related systems (for example, TOMS). To log off the Test Administrator Interface, select the [Name] drop-down list in the top-right corner of the screen, and then select Logout (figure 25).
Figure 25. Logout option under the [Name] drop-down list
The session will close, and the TE will be directed to the CAASPP & ELPAC Website after the TE logs off.
Summative Alternate ELPAC: Using the Data Entry Interface for Second Scoring
Overview
Each year, a subset of schools assigned to form 2 will be required to participate in second scoring for the Summative Alternate ELPAC. For further directions on second scoring, please refer to the Summative Alternate ELPAC: Second Scoring subsection of this manual.
The secondary TE must be present at all times during test administration. Questions that require second scoring will have the [Second Scoring] double check marks [
] icon next to the item within the DFA. At the time of testing, the secondary TE will observe the student’s response to rubric-scored test questions, then use the rubric in the DFA to score the student’s response to the test question (figure 26). This score should reflect independent judgment.
Figure 26. Rubric in the DFA
While the TE is administering the assessment, the secondary TE can either enter scores directly into the DEI during testing, if using a different device; or record the score in the answer recording sheet on the last page of the DFA (in appendix C) for entry into the DEI after testing but before the end of the test administration window. This score should reflect independent judgment. Remember that in the DFA scripts, receptive test questions are marked with an “R” [
] icon and expressive test questions with an “E” [
] icon. The secondary TE must only record answers to expressive test questions. Appendix C of the DFA contains the Answer Recording Sheet for Second Scoring, as shown in figure 27.
Figure 27. Sample Answer Recording Sheet for Second Scoring for kindergarten
Using the Data Entry Interface
All second scores should be entered into the DEI before the end of the test administration window, either by the secondary TE or the designated data entry staff who have been trained. For directions on logging on to the DEI , follow the instructions in the Using the DEI chapter in the ELPAC Online Test Administration Manual . If responses were not entered into the DEI in real time, then use the responses from the Answer Recording Sheet for Second Scoring when entering data into the DEI.
After the user logs on to the DEI , the DEI presents a screen for the user to select the assessment for the student. On the Available Tests screen, select the orange [Alternate ELPAC - Second Scoring Data Entry] button for the Alternate ELPAC (figure 28).
Figure 28. Available Tests selection box
After selecting the appropriate assessment for the student (figure 28), an introductory screen will appear with directions (figure 29). Select [Next] to continue entering scores.
Figure 29. Introductory screen
Before the secondary TE inputs scores for the items, the DEI will display the question number that requires a second score (figure 30). Please make sure to check if the question number matches the DFA. Select [Next] to continue entering scores.
Figure 30. Sample instructions for TE
After scores for all items have been entered, an instructional screen will appear (figure 31). Make sure to review all the responses before ending the assessment.
Figure 31. Instructional screen for TE
Then, select the [Next] button to proceed to the Data Entry Summary screen (figure 32). Only select the [Submit Test] button when ready to end the assessment.
Figure 32. Data Entry Summary screen
A dialog box will appear (figure 33). Select [Yes] to end the assessment.
Figure 33. Attention dialog box
A Test Submission Record screen will appear to confirm the SSID, test name, and the date when the test administration was completed in the DEI (figure 34). Select one of the following options: [Log Out], [Enter Responses for a Different Test], or [Enter Responses for a Different Student].
Figure 34. Test Submission Record screen
Following Test Administration
Destroying Test Materials
As a reminder, the printed and paper test materials identified in the Test Security chapter must be securely destroyed immediately following each test session and may not be retained from one test session to the next.
Reporting Testing Improprieties, Irregularities, and Breaches
Throughout testing, ensure that all test security incidents are reported in accordance with the guidelines in the Test Security chapter in this manual (that is, LEA ELPAC coordinators or site ELPAC coordinators must follow the ELPAC STAIRS/Appeals process in TOMS; refer to the Security Incidents and Appeals Procedure Guide for details about this process).
Appendix of Frequently Used Terms
Table 1 defines frequently used terms that are related to the Alternate ELPAC.
| Term | Definition |
|---|---|
| Accommodation |
An accommodation is a change in procedures or materials that increases equitable access during the administration of the Alternate ELPAC. Assessment accommodations generate valid assessment results for students who need them; they allow these students to show what they know and can do. Accommodations are available for students with documented IEPs or Section 504 plans. Approved accommodations do not compromise the learning expectations, construct, grade-level standard, or intended outcome of the assessments. Refer to the CA Assessment Accessibility Resources Matrix |
| Appeal |
Authorized users—LEA ELPAC coordinators and site ELPAC coordinators—may submit and view requests for resetting or reopening students’ assessments in accordance with state policy. These requests must result from a test security incident or incorrect test setting that impacted testing and is reported using the STAIRS/Appeals process; Appeals are also submitted through the STAIRS module in TOMS. Appeal requests must be approved either by the CDE (Grace Period Extension or Restore) or an LEA Success Agent (Reset or Reopen). For more information on how to proceed using the Appeals process, please refer to the subsection Appeals Submission of this manual and the CAASPP and ELPAC Security Incidents and Appeals Procedure Guide |
| Breach |
A breach is a security event that poses a threat to the validity of the assessments. Examples may include such situations as a release of secure materials or a security or system risk. These circumstances have external implications for ETS, the CDE, or both, and may result in a decision to remove the test item(s) from the available secure bank. The LEA ELPAC coordinator must immediately report the breach, including social media exposure on the part of a student or adult, by calling CalTAC at 800-955-2954 or the assigned LEA Success Agent. In addition, the LEA ELPAC coordinator must report the incident using the STAIRS/Appeals process within 24 hours. For more information on how to proceed using the STAIRS/Appeals process when an incident has occurred, please refer to the subsection The STAIRS/Appeals Process of this manual and the CAASPP and ELPAC Security Incidents and Appeals Procedure Guide |
| Break | There is no limit on the number of breaks or the length of a break that a student may be given according to the student’s unique needs. However, for some portions of the assessment, breaks of more than 20 minutes will prevent the student from returning to items already attempted by the student. |
| Designated support |
A designated support is a type of accessibility resource of the assessments available for use by any student for whom the need has been indicated by an educator or team of educators (with parent/guardian and student input as appropriate) or specified in the student’s IEP or Section 504 plan. Refer to the CA Assessment Accessibility Resources Matrix |
| Impropriety |
An impropriety is an unusual circumstance that has a low impact on the individual or group of students who are taking the Alternate ELPAC and has a low risk of potentially affecting student performance on the assessment, test security, or test validity. These circumstances can be corrected and contained at the local level. For more information on how to proceed using the STAIRS/Appeals process when an incident has occurred, please refer to the subsection The STAIRS/Appeals Process of this manual and the CAASPP and ELPAC Security Incidents and Appeals Procedure Guide |
| Irregularity |
An irregularity is an unusual circumstance that impacts an individual or group of students who are taking the Alternate ELPAC and may potentially affect student performance on the assessments, test security, or test validity. These circumstances can be corrected and contained at the local level but reported using the STAIRS/Appeals process for resolution of the Appeal. For more information on how to proceed using the STAIRS/Appeals process when an incident has occurred, please refer to the subsection The STAIRS/Appeal Process of this manual and the CAASPP and ELPAC Security Incidents and Appeals Procedure Guide |
| Item | An item is a test question or stimulus presented to a student to elicit a response. |
| LEA ELPAC coordinator | The LEA ELPAC coordinator is an LEA-level staff member who is responsible for the overall administration of the ELPAC—Initial, Summative, Initial Alternate, and Summative Alternate—in an LEA. The LEA ELPAC coordinators should ensure that the site ELPAC coordinators and TEs in their LEAs are appropriately trained and aware of policies and procedures. LEA ELPAC coordinators are designated by their LEA superintendents or the administrator of their independently testing charter school and must have a signed ELPAC Test Security Agreement and Test Security Affidavit in TOMS. |
| Pause |
A pause is an action taken by a student or TE to temporarily halt the assessment during any part of the assessment, as needed. The assessment can be paused and resumed as many times as necessary to allow the student to show what the student knows. The student also may choose to pause and resume over the course of a day, or days, throughout the testing window. The TE can make the decision to pause and resume the test administration if the student is no longer engaged, is not actively participating, or is showing signs of behavioral or functional concerns related to the assessment. When an assessment is paused, the TE, on behalf of the student, must log back on to resume testing. Upon resumption, the student is directed automatically to the first page that has an unanswered item. Previously answered items can be revisited within the current test segment, but not in prior segments. |
| Reopen |
A Reopen Appeal is a specific Appeal type that applies to an assessment that has already been submitted or has expired and allows the student to access the previously closed assessment. For example, a domain(s) may be reopened if a student started an assessment and became ill and was unable to resume testing until after the testing opportunity expired. Permission for a Reopen is initiated by first reporting an incident and then submitting an Appeal using the online STAIRS/Appeals process through TOMS. Refer to the CAASPP and ELPAC Security Incidents and Appeals Procedure Guide |
| Reset |
A Reset Appeal is a specific Appeal type which, when applied, removes a student’s assessment from the system and enables the student to start a new assessment. Any work previously done on the assessment would be lost. A valid reason for a Reset would be, for example, if a student’s test event was administered inconsistently with the student’s IEP. (This would include both embedded and non-embedded accessibility resources.) Permission for a Reset is initiated by first reporting an incident and then submitting an Appeal using the online STAIRS/Appeals process in TOMS. Refer to the CAASPP and ELPAC Security Incidents and Appeals Procedure Guide |
| Restore |
A Restore Appeal is a specific Appeal for the Alternate ELPAC in the Appeals system that restores an assessment from the “Reset” status to its prior status. For example, if the assessment was inadvertently or inappropriately reset as the result of a Reset Appeal submitted earlier, a Restore Appeal would be needed. This action can only be performed on assessments that have been mistakenly reset through a Reset Appeal. When restored, the student’s assessment will resume at the last unanswered item. An LEA ELPAC coordinator must contact the assigned LEA Success Agent to submit a Restore Appeal on behalf of the LEA. The CDE approves a Restore Appeal and grants permission to restore an assessment(s). Refer to the CAASPP and ELPAC Security Incidents and Appeals Procedure Guide |
| Secure browser | The secure browser is a software application that is downloaded and installed on a device prior to a student beginning the assessment. The secure browser is specifically designed for use with the ELPAC and CAASPP computer-based assessments to provide secure access and prevent students from accessing specific hardware and software functions (for example, web browsers, screenshot programs) that are not allowed during the assessments. The current version of the secure browser, 17, does not have auto update capability and must always be updated manually. |
| Session | A session is a time frame in which students actively test in a single sitting. The population of a test session may vary per domain and type of administration (e.g., group versus one-on-one). The Alternate ELPAC domain assessments are not timed, and an individual student may need more or less time overall. Further, individual students will have unique needs regarding the length of a test session. |
| Site ELPAC coordinator | The site ELPAC coordinator is the school staff member responsible for monitoring the test schedule, process, and TEs for the ELPAC—Initial, Summative, Initial Alternate, and Summative Alternate. Site ELPAC coordinators are also responsible for ensuring that TEs have been appropriately trained and that testing is conducted in accordance with the test security and other established policies and procedures. Site ELPAC coordinators must have a signed ELPAC Test Security Agreement and Test Security Affidavit in TOMS. |
| SSID | An SSID is a unique, non–personally identifiable number linked to a given individual student within the California public kindergarten through grade twelve educational system. SSIDs are used to maintain data on individual students, such as linking students to statewide assessment scores and tracking students in and out of schools and LEAs to determine more accurate dropout and graduation rates. |
| STAIRS/Appeals process |
The STAIRS/Appeals process is how LEAs and schools report a test security incident or other testing issue that interferes with the administration and completion of the assessments and then, if required, submit an Appeal request. The first step is reporting the incident using the STAIRS/Appeals process in TOMS. An Appeal cannot be requested without the submission of this data-entry screen. The system returns an email with a summary of the information submitted that the recipient should retain for at least a year. The STAIRS/Appeals process is used to report incidents that occur with the Alternate ELPAC. Refer to the CAASPP and ELPAC Security Incidents and Appeals Procedure Guide |
| Stimulus or stimuli | A stimulus (plural, stimuli) is material or materials used in the test context that form the basis for students to answer connected test items. Many items or tasks for the assessments include a stimulus along with a set of questions to which the student responds. Examples of stimuli include traditional reading passages or texts viewed on a computer screen, images with audio presentations for students to listen to, and charts and graphs for certain task types. |
| TE | An ELPAC TE is an employee or contractor of an LEA or of an NPS who has been trained to administer the Alternate ELPAC in a secure manner in compliance with the policies and procedures outlined in this manual and the secure DFAs. TEs are required to have submitted an electronically signed ELPAC Test Security Affidavit in TOMS. |
| TOMS |
TOMS is the management system used for the ELPAC and CAASPP assessments. This is the system through which users interact with and inform the TDS. This management system provides administrators with the tools to add and manage users and students participating in the ELPAC and CAASPP assessments, including assigning assessments, student test settings, and user roles; and ordering test materials. This system uses a role-specific design to restrict access to certain tools and applications on the basis of the user’s designated role. Refer to the TOMS User Guide |
| Universal tool |
A universal tool is an online resource that is available to all students during testing based on student preference and selection. Refer to the CA Assessment Accessibility Resources Matrix |
| Unlisted resource |
An unlisted resource is an instructional resource that a student regularly uses in daily instruction, assessment, or both that has not been previously identified as a universal tool, designated support, or accommodation. The CA Assessment Accessibility Resources Matrix Unlisted resources shall be made available if specified in the eligible student’s IEP or Section 504 plan and only by approval from the CDE. An LEA ELPAC coordinator or site ELPAC coordinator can request one of the preapproved unlisted resources for a student in TOMS. Requests must be made a minimum of 10 business days before the student’s first day of testing. Refer to the CA Assessment Accessibility Resources Matrix |
| Term | Meaning |
|---|---|
| AAC | augmentative and alternative communication |
| ASL | American Sign Language |
| AST | Administration and Scoring Training |
| CA CCSS | California Common Core State Standards |
| CA NGSS | California Next Generation Science Standards |
| CAA | California Alternate Assessment |
| CAASPP | California Assessment of Student Performance and Progress |
| CALPADS | California Longitudinal Pupil Achievement Data System |
| CalTAC | California Technical Assistance Center |
| CCR | California Code of Regulations |
| CDE | California Department of Education |
| CR | constructed response |
| DEI | Data Entry Interface |
| DFA | Directions for Administration |
| DIA | designated interface assistant |
| EL | English learner |
| ELAS | English language acquisition status |
| ELD | English language development |
| ELP | English language proficiency |
| ELPAC | English Language Proficiency Assessments for California |
| ELPSA | English Language Proficiency and Spanish Assessments |
| HLS | home language survey |
| IEP | individualized education program |
| IFEP | initial fluent English proficient |
| ISAAP | Individual Student Assessment Accessibility Profile |
| K–2 | kindergarten through grade two |
| LEA | local educational agency |
| LOSS | lowest obtainable scale score |
| MC | multiple choice |
| MCE | Manually Coded English |
| MIDS | Multiple Identifiers |
| MOU | Memorandum of Understanding |
| NPS | nonpublic, nonsectarian school |
| PFA | Preparing for Administration |
| SBE | State Board of Education |
| SCOE | Sacramento County Office of Education |
| SIS | student information system |
| SSID | Statewide Student Identifier |
| SSR | Student Score Report |
| STAIRS | Security and Test Administration Incident Reporting System |
| TBD | To Be Determined |
| TDS | test delivery system |
| TE | test examiner |
| TOMS | Test Operations Management System |