Alternate ELPAC: Eligibility, Scores and Reclassification in 2026-27

Estimated reading time: 13 minutes

Alternate ELPAC, the Alternate English Language Proficiency Assessments for California, is the state’s English proficiency test for English learners and potential English learners in kindergarten through grade 12 (through age 21) who have the most significant cognitive disabilities and whose IEP designates alternate assessments. It is computer-based, given one-on-one by a trained test examiner, aligned to the 2012 California English Language Development (ELD) Standards through the ELD Connectors, and has two forms: the Initial Alternate ELPAC for identification and the Summative Alternate ELPAC for annual progress and reclassification. This guide covers eligibility, administration, scores, reclassification under AB 2555, the 2026-27 windows and how it compares with WIDA Alternate ACCESS and TELPAS Alternate. It describes California Department of Education (CDE) rules as of October 2026, not legal advice.

Executive Summary

In 2025-26, 17,515 students took the Summative Alternate ELPAC. Of the 17,053 with scores, 15.28% reached Level 3 (Fluent English Proficient), 41.54% Level 2 and 43.19% Level 1 (CDE results released October 15, 2026). Since September 27, 2026, an Overall Level 3 is the only criterion for reclassifying these students.

The district work sits around the test: one IEP decision that also assigns the California Alternate Assessments, examiners who know each student’s communication mode, and new reclassification rules.

What Is the Alternate ELPAC?

The Alternate ELPAC is California’s statewide alternate assessment of English language proficiency for students with the most significant cognitive disabilities, and it “replaces all locally determined alternate assessments,” according to the CDE.

Federal rules require states to offer an alternate English proficiency test to English learners with the most significant cognitive disabilities who cannot take the regular one even with accommodations (34 CFR 200.6(h)(5)). In California, 5 CCR 11518.30 assigns the alternate form named in the IEP. A statewide operational field test ran from November 2021 to May 2022, the State Board of Education approved threshold scores in May 2022, and the Initial form’s first operational administration followed in July 2022 (SBE, May 18, 2022). For the regular test, see ELPAC explained.

Initial Alternate ELPAC vs Summative Alternate ELPAC

Both require an IEP designating alternate assessments (Alternate ELPAC manual, 2026-27). The regular test’s split is in Initial vs Summative ELPAC.

Who Takes the Alternate ELPAC

Only students whose IEP team has designated alternate assessments on statewide tests take the Alternate ELPAC. The CDE’s optional Alternate Assessment Participation Decision-Making Tool (April 2025) has four parts:

1. Part A: a current IEP; a specific learning disability, or a speech or language impairment only, ends the review.
2. Part B: conceptual, social and practical skills rated 1 to 4 points; 11 or more indicates a most significant cognitive disability.
3. Part C: curriculum, accessibility resources and assistive technology, again 11 points or more.
4. Part D: the decision cannot rest solely on category, setting, expected poor performance, behavior, attendance, English learner designation or a need for accommodations such as AAC.

When torn between two columns, the team must “presume competence” and choose the lower-scoring one; a completed tool is signed by the team and attached to the IEP. The IEP also states why the alternate is appropriate (34 CFR 300.320(a)(6)(ii)). There is no parent opt-out, medical exemption or domain exemption.

One Decision for Every State Test

The CDE’s IEP Team Guidance says an eligible student “will take the alternate assessment for all standardized state assessments”: the CAAs and, for English learners, the Alternate ELPAC. California’s CAA rate was 1.3% in ELA and mathematics in 2024-25, above the federal 1.0% cap, and the U.S. Department of Education declined the state’s 2025-26 waiver request on January 15, 2026. See alternate assessment and dually identified students.

What the Alternate ELPAC Measures

The Alternate ELPAC measures listening, speaking, reading and writing through integrated task types aligned to the ELD Connectors for the Alternate ELPAC, which reduce the 2012 ELD Standards in depth, breadth and complexity.

• Receptive items (listening and reading): the student picks one of two or three options.
• Expressive items (speaking and writing): the student communicates an idea in their preferred mode.
• Seven task types, from Recognize and Use Common Words to Interact with an Informational Text (CDE, March 2026).

Results describe English proficiency only, not academic achievement.

How the Alternate ELPAC Is Administered

A trained examiner who knows the student gives the Alternate ELPAC in person, one-on-one, on a computer, with no time limit.

• Time: the CDE’s 2026-27 estimates run up to 60 minutes for the Initial form and up to 90 for the Summative, over several sessions if needed.
• Responses: speech, pointing, eye gaze, sign language, gestures or an AAC device; the examiner enters them when needed, and may use objects or picture cards.
• Prompting: modeling only where a rubric allows it; no hand-over-hand prompting.
• Participation: at least one receptive and one expressive item, and “Mark as No Response” counts (CDE, January 2026).

Alternate ELPAC Accommodations and Designated Supports

Supports are set in TOMS from the current IEP or Section 504 plan and should mirror classroom use. Only test directions may be translated. Unlisted resources need a request 10 business days before testing. New in 2026-27, non-embedded sensory items are a designated support. See AAC IEP goals for classroom planning.

Test Examiner Requirements and Training

Under 5 CCR 11518.50, examiners are district employees or contractors, proficient in English, know the student’s communication modes and sign the Test Security Affidavit. They certify every year on the CAASPP and ELPAC Moodle Training Site. Public practice and training tests cover every grade span; see our ELPAC practice test guide for the regular test.

Alternate ELPAC Performance Levels and Scores

Each form reports one overall scale score in one of three levels: Level 1 Novice English Learner, Level 2 Intermediate English Learner, and Level 3, called Initial Fluent English Proficient on the Initial form and Fluent English Proficient on the Summative.

The CDE’s June 2026 score guide says Level 3 students need occasional linguistic support to access adapted grade-level content, Level 2 frequent support and Level 1 substantial support.

Source: 2026-27 ELPAC Information Guide. The Summative ELPAC has four levels, and each ELPAC test uses its own scale, so scores cannot be compared; see ELPAC levels explained and ELPAC scoring explained. Summative results also feed the English Learner Progress Indicator on the California School Dashboard.

Reclassification After the Alternate ELPAC

Since September 27, 2026, a student is reclassified as fluent English proficient on an Overall Level 3 on the Summative Alternate ELPAC alone. The CDE’s AB 2555 Reclassification FAQs (September 28, 2026) add:

• No local additions: no reclassification committee or teacher sign-off may be required.
• 2025-26 scores count: eligible students get a date between September 27, 2026, and January 31, 2027, reported in CALPADS by January 31, 2027.
• Automatic from 2027-28: reclassification becomes automatic with that administration.
• Dually identified students: local assessments cannot replace the score; an alternate path with coursework, performance tasks and rubrics opens July 1, 2028.
• Monitoring stays: four years after reclassification.

The 2026-27 ELPAC Information Guide still lists four criteria and says it does not address AB 2555, so follow the FAQ and check local policy with district counsel.

Alternate ELPAC Testing Windows for 2026-27

Sources: 2026-27 ELPAC Information Guide and the AB 2555 FAQs. See also English learners in California.

Alternate ELPAC vs WIDA Alternate ACCESS vs TELPAS Alternate

All three meet the same federal requirement, but they differ in format, grades, scoring and exit rules.

Details: WIDA Alternate ACCESS and TELPAS Alt.

What EL and Special Education Staff Coordinate

The Alternate ELPAC sits between two programs, so the English learner office and the special education team need one decision and one calendar.

• At registration: a home language other than English plus an alternate IEP triggers the Initial form within 30 days.
• At the IEP meeting: the CDE says a professional with second language acquisition expertise should join the team.
• All year: these students should receive language acquisition programs together with special education services.

Funding and Staffing

A new student with a “TBD” status counts in the LCFF unduplicated pupil count only if the Initial form is given and the status updated to EL by Census Day, the first Wednesday in October. The other cost is examiner time, one student at a time.

Common Mistakes District Leaders Make

1. Deciding the language test separately from the CAAs.
2. Deciding by label or setting, which Part D excludes.
3. Assigning an examiner who does not know the student.
4. Missing the 30-day window or Census Day.
5. Keeping local reclassification criteria after AB 2555.
6. Reading Alternate ELPAC levels as ELPAC levels.

Questions District Leaders Should Ask

• How many of our students reached Level 3 in 2025-26, and are they all reclassified?
• Does every alternate decision include English learner expertise?
• Do examiners know each student’s communication mode before test day?

Frequently Asked Questions

What is the Alternate ELPAC?

The Alternate ELPAC is California’s English language proficiency test for English learners and potential English learners in kindergarten through grade 12, through age 21, with the most significant cognitive disabilities. It is computer-based, untimed and given one-on-one by a trained examiner. The Initial form identifies English learners; the Summative form measures yearly progress and decides reclassification.

Who is eligible for the Alternate ELPAC?

Students whose IEP team has designated alternate assessments on statewide tests and who are English learners, or potential English learners based on the home language survey. The CDE’s decision tool stops the review for a specific learning disability or a speech or language impairment alone, and an English learner designation never qualifies a student by itself.

What is the difference between the Initial and Summative Alternate ELPAC?

The Initial Alternate ELPAC is taken once, within 30 calendar days of first enrollment, to decide whether a student is an English learner or initial fluent English proficient. The Summative Alternate ELPAC is taken every year, from February 1 to May 31, by English learners until they reclassify. The Initial has one form per grade span; the Summative has two.

What are the Alternate ELPAC levels and scores?

There are three levels: Novice English Learner, Intermediate English Learner and Fluent English Proficient (Initial Fluent English Proficient on the Initial form). The Initial form uses one 101-199 scale; the Summative uses a band per grade level or span, such as 501-599 in grades 3-5, where 560 or higher is Level 3, the score that now triggers reclassification.

What accommodations are allowed on the Alternate ELPAC?

Designated supports and accommodations from the California Assessment Accessibility Resources Matrix, set in TOMS from the student’s IEP or Section 504 plan. Students may answer through speech, pointing, eye gaze, sign language or an AAC device, and examiners may use objects or picture cards. Only test directions may be translated, and physical prompting is not allowed.

Is there an Alternate ELPAC practice test?

Yes. The CDE posts Alternate ELPAC practice tests and shorter training tests for kindergarten, grades 1 and 2, and grade spans 3-5, 6-8, 9-10 and 11-12. Anyone can open them as a guest, without the secure browser. Examiners use the training test to confirm a student’s communication mode and which embedded resources help.

Related Resources

• ELPAC Explained: California’s English Proficiency Test
• Initial vs Summative ELPAC
• Alternate Assessment: Who Qualifies and the 1% Cap
• WIDA Alternate ACCESS
• TELPAS Alt
• Dually Identified Students

Conclusion

The Alternate ELPAC gives California one standard measure of English proficiency for students who communicate in many ways, and AB 2555 made Level 3 decisive. Make one careful IEP decision with English learner expertise, assign examiners who know each student, reclassify on time and bring results back into the IEP.

Sources: California Department of Education, Alternate ELPAC; CDE, 2026-27 ELPAC Information Guide; CDE, Alternate ELPAC Online Test Administration Manual 2026-27; CDE, AB 2555 Reclassification FAQs (September 28, 2026); CDE, Alternate Assessment Participation Decision-Making Tool for California (April 2025); CDE, Summative Alternate ELPAC Fact Sheet (May 2025); CDE, Initial Alternate ELPAC Fact Sheet (May 2025); CDE, What Do the Scores Mean? Initial Alternate ELPAC (June 2026); CDE, 2025-26 Summative Alternate ELPAC Research Files; CDE, Assessment Spotlight 384 (October 15, 2026). Other CDE and federal documents are linked where they are cited.

Join the 2027 Special Education Pilot

Students who take the Alternate ELPAC build English one routine at a time, from naming a familiar object to retelling a classroom event, and each step needs many patient repetitions that an examiner or aide can rarely give one student at a time. Telo AI is being adapted for students with IEPs: patient, 1-on-1 practice aligned to each student’s IEP goals, including speaking practice. We are inviting districts to shape it with us in a 2027 pilot.

Apply to pilot Telo AI in your Special Education program