The purpose for the California English Language Development Test (CELDT) is to identify new students who are English learners, determine their level of proficiency in English and assess the progress of limited English proficient students in acquiring the skills of listening, speaking, reading, and writing in English.
All newly enrolled students whose primary language is not English must take the test within 30 calendar days after they are enrolled in a California public school for the first time. The CELDT also must be given once each year to English learners until they are reclassified.
English Language Proficiency Assessments for California (ELPAC)
Starting Smarter for the ELPAC at https://elpac.startingsmarter.org/.
California Assessment of Student Performance and Progress (CAASPP)
Starting Smarter for the CAASPP can be found at
Physical Fitness Test
The State Board of Education designated the FITNESSGRAM® as the PFT for students in California public schools. The FITNESS GRAM® is a comprehensive, health-related physical fitness battery developed by The Cooper Institute. The primary goal of the FITNESS GRAM GRAM® is to assist students in establishing lifetime habits of regular physical activity.
The California Physical Fitness Test (PFT) provides information that can be used by students to assess and plan personal fitness programs; by teachers to design the curriculum for physical education programs; and by parents and guardians to understand their children’s fitness levels. This program also provides results that are used to monitor changes in the physical fitness of California students. By law (California Education Code Section 60800), all school districts in California are required to administer the PFT annually to all students in grades five, seven, and nine.
The FITNESSGRAM® is composed of the following six fitness areas, with a number of test options provided for most areas:
- Aerobic Capacity
- Body Composition
- Abdominal Strength and Endurance
- Trunk Extensor Strength and Endurance
- Upper Body Strength and Endurance
Standardized Testing and Reporting (STAR) Program
The STAR Program is designed to help measure how well students are achieving the California content standards. The program also provides information about how well schools and school districts are meeting state and federal accountability requirements. All California students (including students with disabilities and English learners) in grades two through eleven must participate in the STAR Program each spring.
- California Standards Tests (CSTs) An assessment that measure students’ achievement of California’s content standards for English–language arts, mathematics, science, and history–social science.
- Students in Grades 2-11 are tested in English Language Arts and Math
- Students in Grades 4 and 7 are tested in Writing
- Students in Grades 8 and 11 are tested in History-Social Science
- Students in Grade 5, and Grade 8-11 are tested in Science
- California Alternate Performance Assessment (CAPA)<BROKEN LINK> For students in Grades 2-11 with significant cognitive disabilities who are unable to take the CSTs even with accommodations or modifications and whose individualized education program indicates assessment with CAPA. This alternate assessment measures achievement of California’s content standards for English–language arts, mathematics, and science.
- Students in Grades 2-11 are tested in English Language Arts and Math
- Students in Grade 5, 8 and 10 Science
- California Modified Assessment (CMA)<BROKEN LINK> An alternate assessment of the California content standards based on modified achievement standards for children with disabilities grades 3-8 and meets the CMA eligibility critera. For a complete list of criteria, please go to:
- Students in Grades 3-11 are tested in English Language Arts
- Students in Grades 3-7 are tested in Math
- Students in Grades 7-11 are tested in Algebra | and Geometry
- Students in Grade 4 and 7 are tested in Writing
- Students in Grade 5, 8 and 10 are tested in Science
- Standards-based Tests in Spanish (STS) A tests that measures achievement of California’s content standards for Spanish-speaking English learners who either receive instruction in their primary language or have been enrolled in a school in the United States less than 12 months.
- Students in Grades 2-11 are tested in Reading/Language Arts and Math
- Early Assessment Program (EAP) A voluntary assessment that augments the CSTs for students who seek or intend to enroll in CSU or CCC, the EAP provides the CSU and CCC an opportunity to obtain information from the STAR tests about students’ readiness for college-level English and mathematics.
- Students in Grade 11 are tested in Language Arts, Algebra 2, and summative high school math.
Test-Taking Tips for Parents and Students
Preparing a student for a Testing Session - For Parents
- Make sure your child gets an ample, normal amount of sleep the night before the test.
- Mark testing days days on your calendar to help remind you and your child when the testing will take place and plan your preparations.
- The student should eat a nutritious and filling breakfast. Avoid high sugar cereals which can make the student hyper and/or unfocused.
- Set aside time each night prior to the test for several weeks to review the concepts that will be covered.
- Work with teachers and administrators at your child's school to find materials to work on at home inpreparation for the test.
- Make sure the student is on time (if not early) on the day of testing.
- Set a backup alarm to avoid the possibility of oversleeping.
- If your child is sick please contact the school immediately to inform them.
Working with students who are anxious about testing - for Parents
- Try not to put too much pressure on the student. Reinforce that as long as they worked hard in preparation and did their absolute best you will be proud of them.
- Have the child visualize success. Encourage them to rehearse what it will feel like to get a good score on the test.
- Work with them to focus on breathing. Stress is often caused by insufficient oxygen to the brain. Work with the student to take time before the test begins to take a number of deep, cleansing breaths, exhaling slowly. Focusing on breathing by taking some time when stress levels rise helps to focus on the mind during testing.
- Encourage your child to review the night before the test, but avoid cramming. Cramming is rarely if ever effective. A longer, more systematic schedule of short reviews will prepare the student better.
- Try to use positive language when talking about expectations of the test. Do not overinflate the student's expectations but also try to avoid negative working (e.g. replace "you are going to fail this test if you don't study" with "if you don't study you aren't going to pass this test.")
- Plan for a fun outing or treat for your child after the test has been completed.
- Keep a positive attitude about testing in general around your child and emphasize their ability to demonstrate what they have learned rather than the consequences of not passing.