Multilingual & Migrant Education Programs

The California State Seal of Biliteracy is a prestigious recognition awarded to graduating high school seniors with proficiency in English and at least one other language. This recognition offers numerous benefits that positively impact students' future academic and professional endeavors. Every seal awarded sends a message that multilingualism is not a deficit but a symbol of academic excellence, cultural richness, and career potential.

Here are some key reasons why every student should consider taking the test to qualify for the California State Seal of Biliteracy:

• Recognition of Language Proficiency: Achieving the State Seal of Biliteracy demonstrates a high level of proficiency in both English and another language. This recognition can be an asset when applying to colleges, universities, and future employers.
• Competitive Edge in College Admissions: Many colleges and universities view the State Seal of Biliteracy as a strong indicator of a student's readiness for higher education and ability to thrive in a diverse academic environment. It can enhance a student's college application and set them apart from other applicants.
• Career Opportunities: Employers across industries highly value bilingual and multilingual skills in an increasingly globalized world. Holding the State Seal of Biliteracy can open doors to domestic and international career opportunities, giving students a competitive edge in the job market.
• Cultural Awareness and Appreciation: Proficiency in multiple languages enhances communication skills and fosters cultural awareness and appreciation. By learning another language, students gain a deeper understanding of different cultures and perspectives, enriching their personal and academic experiences.
• Personal Growth and Development: Pursuing the State Seal of Biliteracy challenges students to set and achieve ambitious academic goals. It encourages self-discipline, dedication, and perseverance, all valuable traits contributing to personal growth and development.

We strongly encourage all eligible students to consider taking the test to qualify for the California State Seal of Biliteracy. Whether a heritage speaker, a language learner, or interested in expanded linguistic horizons, this certification offers many benefits beyond the classroom.

If you have any questions or want more information about the State Seal of Biliteracy and the testing process, please don't hesitate to contact your School counselor, International Language Teacher, English Teacher, or administrator.

Registration Form

State Seal of Biliteracy Checklist

State Seal of Biliteracy Checklist (Spanish)

The English Language Proficiency Assessments for California (ELPAC) is the mandated state test used to measure how well students in kindergarten through twelfth grade understand English when it is not their primary language. The ELPAC consists of 2 separate English language proficiency (ELP) assessments: The Initial ELPAC, and the Summative ELPAC.

Initial ELPAC

The Initial ELPAC is used to identify students as English learners (ELs) who need support to learn English, or as proficient in English. It is given to newly enrolled students whose primary language is not English and who have not been previously identified as EL. Students are given the Initial ELPAC within 30 days of when they enroll at school. Identifying students who need help learning English is important so that student can receive the support they need to do well in school.

Summative ELPAC

The Summative ELPAC is given to students who were identified as EL on the Initial ELPAC. The purpose of the Summative assessment is to determine a students level of English language proficiency. EL students are assessed in the areas of listening, speaking, reading, and writing in English. EL students will take the Summative ELPAC annually in the spring until they are reclassified as English proficient.

What is the Initial ELPAC?

The English Language Proficiency Assessments for California (ELPAC) is California’s assessment system that is used to determine the English language proficiency (ELP) of students whose primary language is not English. The ELPAC is aligned with the 2012 California English Language Development Standards and assesses four domains: Listening, Speaking, Reading, and Writing. The Initial ELPAC is used to identify students as being either an English learner or fluent English proficient. It is administered only once during a student’s time in the California public school system, based on the results of the home language survey. The locally scored Initial ELPAC is the official score.

Why is the Initial ELPAC Given?

The purpose of the Initial 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 important so students get the extra help they need to do well in school while receiving instruction in all school subjects.

Who Takes the Initial ELPAC?

The Initial ELPAC is given to students in Kindergarten through grade 12 whose primary language is not English to determine their ELP status. Students with disabilities who cannot take one or more domains of the ELPAC with allowed universal tools, designated supports, or accommodations are eligible for a domain exemption(s). Students with the most significant cognitive disabilities who cannot access the ELPAC with approved accessibility resources are eligible to take an alternate assessment, as noted in their individualized education program.

How is the Initial ELPAC Given?

The Initial ELPAC is a paper-pencil test administered in six grade spans— K, 1, 2, 3–5, 6–8, and 9–12. In K and grade 1, all domains are administered individually. In grades 2–12, the test is administered in groups except for speaking, which is assessed one-on-one.

When is the Initial ELPAC Given?

The Initial ELPAC administration window is open from July 1 through June 30.

Overview Video

Overview Video (Spanish)

What is the Summative ELPAC?

The English Language Proficiency Assessments for California (ELPAC) is California’s assessment system that is used to determine the English language proficiency of students whose primary language is not English. The ELPAC is aligned with the 2012 California English Language Development Standards and assesses four domains: Listening, Speaking, Reading, and Writing. The Summative ELPAC is given only to students who have previously been identified as English learners (EL students) based upon Initial ELPAC results. The Summative ELPAC measures how well they are progressing with English development in each of the four domains.

Why is the Summative ELPAC Given?

The purpose of the Summative ELPAC is to measure progress toward English proficiency, to help inform proper educational placements, and to help determine if a student is ready to be reclassified. This is important when ensuring that students continue to receive the supports they need to do well in school.

Who Takes the Summative ELPAC?

The Summative ELPAC is given only to students in Kindergarten through grade 12 who have been identified as EL students. These students will take the assessment every year until they are reclassified as fluent English proficient. Students with disabilities who cannot take one or more domains of the ELPAC with allowed universal tools, designated supports, or accommodations will take an alternate assessment(s), as noted in their individualized education program.

How is the Summative ELPAC Given?

The Summative ELPAC is a paper-pencil test in K through grade 2, and a computer-based test in grades 3–12. In K and grade 1, all domains are administered individually. In grades 2–12, the test is administered in groups exclusive of speaking, which is assessed one-on-one.

When is the Summative ELPAC Given?

The Summative ELPAC administration window is open from February 1 through May 31.

ELPAC Overview

ELPAC Overview (Spanish)

Parent's Guide

• Parent's Guide to the ELPAC (English)
• Parent's Guide to the ELPAC (Spanish)

Practice Tests

• ELPAC Practice Tests (English)
• ELPAC Practice Tests (Spanish)

Blueprints

• Initial ELPAC Test Blueprints
• Summative ELPAC Test Blueprints

Accessing Score Reports

• Accessing State Score Reports in the Aeries Parent Portal

Understanding Score Reports

• Understanding Initial Score Report (English)
• Understanding Initial Score Report (Spanish)

California English Language Development Standards

• California English Language Development Standards

• Reclassification Criteria
• Reclassification Criteria (Spanish)
• English Learner Pathway
• English Learner Pathway (Spanish)
• California English Language Development Standards Grades 9-10
• California English Language Development Standards Grades 11-12
• English Learner Program Instrument

The goal of the Migrant Education Program is to ensure that all migrant students reach challenging academic standards and graduate with a high school diploma that prepares them for responsible citizenship, further learning, and productive employment.

The Migrant Education Program is designed to support high quality supplemental and comprehensive educational programs and services for migrant children to help reduce the education disruption and other problems that result from repeated moves. 

For a student to qualify for the Migrant Education Program, the student must meet the following conditions:

1. The child is not older than 21 years of age; and
2. The child made a qualifying move in the preceding 36 months as a migratory agricultural worker or a migratory fisher, or did so with, or to join a parent/guardian or spouse who is a migratory agricultural worker or a migratory fisher; and
3. With regard to the qualifying move, the child moved due to economic necessity from one residence to another residence, and from one school district to another

• Bylaws (English)
• Bylaws (Spanish)
• Meeting Agendas
• Meeting Minutes

• Spring 2023
• Summer 2022