Unpacking the ELPAC

In the not too far future, exactly half of my students will be taking the ELPAC. I would venture to say that most, if not all, of us OMSD teachers have had, currently have, or will have, students who are English Language Learners.  Therefore, it is important for us to understand how we can best support our students as they become proficient in English. Listed below are answers to some frequently asked questions (Okay, full disclosure, I made these questions up, but they really are only a handful of the questions that I believe educators want to know the answers to.)

So, what exactly is the ELPAC? ELPAC stands for English Language Proficiency Assessments for California. It is a state-mandated exam to ascertain second language learners' proficiency in English.

Who takes the ELPAC? The purpose of this state language assessment is to identify and monitor ELL students' acquisition of English.  

What skills does the ELPAC focus on? The ELPAC focuses on Listening, Speaking, Reading, and Writing.

How can I prepare my students for the ELPAC? Like ALL students, English Language Learners need intense, direct instruction in English in order to continue moving forward in their acquisition of English.

What do I do with the information once I know the results?  The results will point to our students' needs in the areas of LISTENING, SPEAKING, READING, AND WRITING. We can plan how we will address those needs during our Designated E.L.D. time (not a preview, a review, or optional) or during our Integrated E.L.D. time (content is essential, but language instruction makes the content understandable)

Where do I start?  If you click the English Learner tab (Symbaloo), you'll find a plethora of amazing resources compiled by some of the finest and most talented E.L.L. experts. (Of course, I'm biased. One of these experts just so happens to be an esteemed former principal of mine--Lisa Gettler.) If you have English second-language learners, I would highly encourage you to take some time to investigate the valuable information that each tile unlocks.

One of the tiles that are particularly helpful is the one for ELLevation. Here you'll quickly find the number of students on your roster who are English Language Learners as well their names. The same is true for the Reclassified Fully English Proficient students. There are a whole host of instructional strategies and activities (informed by the Common Core State Standards, the Next Generation Science Standards, and the California E.L.D. Standards) for a wide variety of topics listed under the "Instruction" tab. 

                                                                     

If we want our E.L.L. students to reach proficiency in English, then we need to ensure that we have the same high expectations for them as we do for their English proficient classmates. They deserve to be challenged academically. That being said, of course, scaffolds need to be in place as long as necessary, but those same scaffolds need to be removed once they are not needed. Our concern for our English-challenged students should propel us to empower and invite them to engage in the important, albeit challenging, and life-changing work that is happening in our classrooms day in and day out. None of our students are merely spectators on the sidelines; they ALL need to be actively involved.

ELLevating the possibilities!

Lola E. Jollie