Frequently Asked Questions

Print

FAQ - GeneralGeneral

  • Individuals who do not speak English as their primary language and who have a limited ability to read, speak, write, or understand English can be considered English Learners (ELs).

    To identify if a student is an EL:

    • The school should provide a Home Language Survey (HLS) to all parents as part of the registration process.

    • If a language other than English is listed on the HLS, the student should be given an English Language Proficiency Screener within 30 days of enrollment. The screener will determine if the student is proficient in English.

    • If the student is not proficient in English, parents should receive a notification letter from the school/LEA that indicates the student’s EL status. This student will be identified as EL until s/he exits the program.

    Reference the EL Identification Flowchart for an overview of the process of identifying a student as EL.

  • Within 30 days of a student registering, the school must assess and inform the student’s parent/guardian(s) of the details of the program in which the student is, or will be participating, as described in Every Student Succeeds Act (ESSA). A sample parental notification form can be found in the English Learner Library .

    • All EL students must take the appropriate state assessments for their enrolled grade and shall take the ELPT annually.
    • EL students may qualify for accommodations, provided they are used in students’ regular classroom instruction and assessments. 

    • If a school system meets eligibility requirements, they may qualify for Title III funding. Title III funding is a federal grant used to improve student achievement among students who are learning English as a second language. More information can be found in the or at LDOE Federal Grants document.
    • Title I funds may be used for instructional programs, materials, supplies, and activities required for serving EL students.
    • Additional resources to assist with provision of EL services: 

    For more information about EL and/or Title III funding, contact Melanie Mayeux at the Louisiana Department of Education: melanie.mayeux@la.gov.

FAQ - ELPSELPS

  • ELPS is the English Language Proficiency Screener, standardized assessment used to measure a student’s English language proficiency and to determine if the student is eligible additional language supports in content classrooms. All schools are required to use ELPS as their EL screening assessment. Additional ELPS guidance can be found in the ELPS Guidance.

  • ELPS is a screener available for newly registering students grades K through 12 who indicate a language other than English on the Home Language Survey (HLS). Revisit question number 1 under “General” for specific information.

    Reference the EL Identification Flowchart for an overview of the process of identifying a student as EL.

  • Newly registering students are required to take the be given an English Language Proficiency Screener within 30 days of enrollment.

  • The ELPS is a computer-based assessment that will be taken in the ELPT Portal, the same testing system used for the English Learner Proficiency Test (ELPT). Prior to testing, the CAI Secure Browser must be installed on computers. Reference the Resources for Technology Coordinators for detailed directions.

    The screener has three steps: an initial orientation and practice step, called Step 1; a component that identifies emerging and most progressing students, called Step 2, and a final Step 3 that distinguishes between students who are proficient and those who are nearly proficient but would still benefit from EL services.

  • Students taking the ELPS will need headphones (with microphones) for interacting with the online platform. Specifications for headsets are located in the Assessment Technology Specifications.

FAQ - ELPS ReportingELPS Reporting

  • For students who stop screening after Step 2, reports will be available within hours of screening. For students who continue screening through Step 3, score reports will be available within 7 days of screening. School test coordinators will be able to access the individual report of each ELPS tester. Reports will be divided into the four language domains: listening, speaking, reading, and writing.

  • ELPS results can be accessed in the CAI Reporting system

  • A student who does not score proficient on the ELPS should be classified as an English learner (EL). Within 30 days of a student enrolling, the school must assess and inform the student’s parent/guardian(s) of student’s program eligibility, as described in Every Student Succeeds Act (ESSA). A sample parental notification form can be found in the English Learner Library.

    The student should receive high quality core instruction with appropriate language supports that differentiate to address language needs. An English Learner Accommodations Checklist should be developed for each eligible student. This plan lists the accommodations and modifications available to an EL in content classes to assist in acquiring the English Language and to access statewide assessments.

FAQ - ELPTELPT

  • ELPT stands for the English Language Proficiency Test. It is a computer-based assessment that draws upon emerging technologies and innovative methods to assess a student’s language ability. The ELPT will be administered in the spring of each school year. Additional information about the test can be found in the ELPT Assessment Guide.

  • Students who take ELPT are those who are enrolled in K-12 and have been identified as an English Learners (EL). All EL students must take ELPT even if they have chosen to refuse services from their school’s EL specialist.

    Students take the ELPT until they achieve proficiency and are eligible for reclassification.

  • Students are tested by grade band. Grade bands include K, 1, 2-3, 4-5, 6-8, and 9-12.

  • Listening, speaking, reading, and writing are tested in all grades.

    Domain exemptions are available for students who demonstrate a specific disability (i.e. hearing impaired). These should be requested by sending the ELPT Request for Exemption Form to assessment@la.gov no later than 30 days before testing begins.

  • The ELPT measures a student’s language proficiency relative to the Louisiana Connectors for English Learners. The test presents students with a variety of performance tasks and questions in each of the language domains.

  • After taking the ELPT, a student receives scores in the four tested domains as well as one for comprehension (combination of reading and listening). Each language domain score equates to an achievement level. The achievement levels create a profile which is used to determine if the student is Emerging, Progressing or Proficient.

    To achieve “Proficient” students should receive Level 4s and Level 5s in each of their domains. More information about performance levels and proficiency can be found in the Performance Level Descriptors ELPT K-12.

  • Students taking the ELPT utilize an online platform to interact with content and to submit their answers. The way each answer is entered depends on the item type (e.g., selected response, drag and drop, spoken response, etc.). Each domain is tested separately, and all sessions are untimed.

    Tests are administered according to grade band and in the order of the domains: listening, reading, writing, speaking. A school may choose to administer one or two domains a day to a group of students. More information will be available in the ELPT Test Administrator Manual.

  • This depends on the kind of accommodations. Accommodations are a change in the test administration environment, timing, scheduling, presentation format, and/or method of response to the assessment. Accommodations are for students for whom there is documentation of need on an IEP or 504 accommodation plan, so that these students show what they know and can do on the ELPT.

    Test accommodations provided to students on other statewide assessments due to limited English proficiency are not allowed on ELPT. Such accommodations would subvert the purpose of ELPT to measure the student’s proficiency in English. More information is available in the ELPS/ELPT Accessibility and Accommodations Manual.

  • Students taking the ELPT will need headsets (with microphones) for interacting with the online platform. Specifications for headsets are located in the Assessment Technology Specifications.

  • Students can use the Online Tools Training (OTT) in the ELPT Portal for practice with the testing platform.

FAQ - ELPT ReportingELPT Reporting

  • Reports will be available by mid-May through the Reporting system. This can be accessed through the ELPT Portal.

  • ELPT results can be accessed in Reporting. The Reporting User Guide is posted to the ELPT Portal with directions for accessing ELPT testing data and student reports.

  • The student reports contain domain performance levels, proficiency determinators as well as state and district comparisons. More information can be found in the Parent Guide to ELPT Student Reports.

  • The domain scores will be used to determine the area (reading, writing, listening, and speaking) and the types of supports the student will need to be successful in his/her content classes.

    Additionally, domain scores will be compiled into a profile. The profile is used to determine overall English language proficiency of either Emerging, Progressing, or Proficient. More information about these levels can be found in the ELPT Performance Level Descriptors.

  • A student will be eligible for reclassification once he/she scores a profile of Proficient (Level 4 or 5) in all tested domains. The student will then be reclassified as a “monitored” student and will no longer need to take ELPT. Monitoring will take place for 2 years.

    LEAs must update the student’s EL status in SIS to reflect this change. If proficient students are not updated in SIS by October 1, the student will need to take ELPT or the school will receive a zero for accountability purposes. 

    After four years, students with disabilities may exit before achieving Proficient on ELPT if the IEP team and/or SBLC has determined that the student is unable to make adequate progress in their language acquisition because of their disability. The IEP team/SBLC has the ability to exit EL students with significant cognitive disabilities sooner.

Sort by Category