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Title III - English Learners


(Frequently Asked Questions)

We will attempt to document on this page the various questions that have been presented related to assessments.

Question Response


The CELDT will be phasing out as the ELPAC takes its place. This transition includes pilot tests, field tests, and finally an operational ELPAC test.
  • ELPAC stands for: English Learner Proficiency Assessment for California
  • The test is intended to reflect three proficiency levels: Emerging, Expanding and Bridging, and four performance levels
  • The initial assessment is different than the annual assessment, and the initial assessment is intended to be brief in its administration
  • The initial assessment is to be locally scored
  • Both tests (initial and summative) are currently paper & pencil administrations
  • The proposed summative testing window is from February 1 to May 31
  • CELDT-ELPAC Transition Timeline
At Risk & Long Term EL New categories for English Learners is being operationally introduced with the beginning of the 2016-17 school year: "At-risk" English Learners, and "Long Term" English Learners. These classifications are based on three criteria:
1. Enrollment,
2. CELDT performance, and
3. SBAC-ELA performance
Students are reclassified from their English Learner status based on three criteria.
  1. Assessment of English Language Proficiency - Overall CELDT proficiency is Early Advanced (4) or higher and all CELDT subtest scores are Intermediate (3) or higher.

  2. Academic Performance - SBAC ELA performance must match or exceed the grade level average for English Only (EO) students who had tested in grades 3-8 and 11. The local ELA district summative assessments are used for non-SBAC tested grades.

  3. Transition

What are the targets for English Learners?
There are three distinct targets - the first two (AMAO 1 & 2) focus on language acquisition, while the third (AMAO 3) addresses academic attainment in both English-Language Arts and Mathematics.
  • AMAO 1 - Percent of English Learners making annual progress in learning English. This percentage reflects the percent of students moving up a band each year as measured by the CELDT.
  • AMAO 2 - Percent of English Learners attaining the English Proficient level as measured by the CELDT. There are two cohorts that must each meet the AMAO 2 targets: those students in instructional programs less than 5 years, and those students in instructional programs for 5 or more years.
  • AMAO 3 - Percent of students performing at the proficient or advanced level on the CST, CAPA, CMA or CAHSEE
AMAO Trend from 2009-10 to 2015-16