English Learner Programs 

PLAN FOR ENGLISH LEARNERS

Encore will meet all applicable legal requirements for English Learners (“EL”), including long-term English Learners or English Learners at risk of becoming long-term English Learners, as they pertain to annual notification to parents, student identification, placement, program options, EL and core content instruction, teacher qualifications and training, re-classification to fluent English proficient status, monitoring and evaluating program effectiveness, and standardized testing requirements. Encore will implement policies to assure proper placement, evaluation, and communication regarding ELs and the rights of students and parents.

All academic teachers will be required to be CLAD certified or hold an ESL Certificate representing the completion of the English as a Second Language class.

Home Language Survey

Encore will administer the home language survey upon a student’s initial enrollment into Encore (on enrollment forms).

English Language Proficiency Assessment

All students who indicate that their home language is other than English will be tested with the English Language Proficiency Assessments for California (“ELPAC”). The ELPAC has four proficiency levels (Level 4: well developed; Level 3: moderately developed; Level 2: somewhat developed; and Level 1: minimally developed) and is aligned with the 2012 California ELD Standards.

The ELPAC consists of two separate assessments:

●     Initial Assessment (“IA”)

The ELPAC IA is used to identify students as either an English Learner, or as fluent in English. The IA is administered only once during a student’s time in the California public school system based upon the results of the home language survey. The locally scored IA will be the official score. The IA is given to students in grades K–12 whose primary language is not English to determine their English proficiency status.

●     Summative Assessment (“SA”)

ELs will take the SA every year until they are reclassified as fluent English proficient. The ELPAC SA is only given to students who have previously been identified as an EL based upon the IA results, in order to measure how well they are progressing with English development in each of the four domains. The results are used as one of four criteria to determine if the student is ready to be reclassified as fluent English proficient, to help inform proper educational placement, and to report progress for accountability.

Both the ELPAC SA and IA are paper–pencil assessments administered in seven grade spans—K, 1, 2, 3–5, 6–8, 9–10, and 11–12. In kindergarten and grade 1, all domains are administered individually. In grades 2–12, the test is administered in groups, exclusive of speaking, which is administered individually.

Testing times will vary depending upon the grade level, domain, and individual student.  Both the ELPAC IA and SA are given in two separate testing windows through the school year.

The IA testing window will be year-round (July 1–June 30). Any student whose primary language is other than English as determined by the home language survey and who has not previously been identified as an English Learner by a California public school or for whom there is no record of results from an administration of an English language proficiency test, shall be assessed for English language proficiency within 30 calendar days after the date of first enrollment in a California public school, or within 60 calendar days before the date of first enrollment, but not before July 1 of that school year.

The SA testing window will be a four-month window after January 1 (February 1–May 31). The English language proficiency of all currently enrolled English Learners shall be assessed by administering the test during the annual assessment window.

Encore will notify all parents of its responsibility for ELPAC testing and of ELPAC results within thirty days of receiving results from publisher. The ELPAC shall be used to fulfill the requirements under the Every Student Succeeds Act for annual English proficiency testing.

Reclassification Procedures

Reclassification procedures utilize multiple criteria in determining whether to classify a pupil as proficient in English including, but not limited to, all of the following:

 

  • Assessment of language proficiency using an objective assessment instrument including, but not limited to, the ELPAC (or equivalent).

  • Participation of the pupil’s classroom teachers and any other certificated staff with direct responsibility for teaching or placement decisions of the pupil to evaluate the pupil’s curriculum mastery.

  • Parental opinion and consultation, achieved through notice to parents or guardians of the language reclassification and placement including a description of the reclassification process and the parents’ opportunity to participate, and encouragement of the participation of parents or guardians in the reclassification procedure including seeking their opinion and consultation during the reclassification process.

  • Comparison of the pupil’s performance in basic skills against an empirically established range of performance in basic skills based upon the performance of English proficient pupils of the same age that demonstrate to others that the pupil is sufficiently proficient in English to participate effectively in a curriculum designed for pupils of the same age whose native language is English.

 

  • The Student Oral Language Observation Matrix will be used by teachers to measure progress regarding comprehension, fluency, vocabulary, pronunciation, and grammar usage.

 

  

Strategies for English Learner Instruction and Intervention

Response to the needs of English learners shall include:

 

  1. Literacy classes (when necessary);

  2. ESL class (when necessary);

  3. Web-assisted programs in English learning;

  4. ELPAC (or equivalent) annual assessment until reclassification criteria met;

  5. Progress toward reclassification monitored on an individual plan;

  6. All teachers trained to support English learners;

  7. Ongoing staff development to support English learners;

  8. Literacy emphasized across the curriculum;

  9. Address the language issues in science and math by stressing vocabulary development;

  10. Textbooks that are available in alternate languages may be purchased for reference materials by ENCORE

  11. EL students may be placed into Study Hall groups together in order to have additional time with a qualified ESL teacher to help them on a mainstream path.

 

Parents of EL students or parents requiring correspondence in their native language will be notified by phone or by mail in a language that they understand as to the progress of their Encore High School - Riverside student.

 

Encore  will also designate appropriate areas on campus for the special needs of EL, Section 504, RtI and Special Education Students.

 

Monitoring and Evaluation of Program Effectiveness

 

Encore evaluates the effectiveness of its education program for ELs by:

 

  • Adhering to Charter School-adopted academic benchmarks by language proficiency level and years in program to determine adequate yearly progress.

  • Monitoring teacher qualifications and the use of appropriate instructional strategies based on program design.

  • Monitoring student identification and placement.

  • Monitoring parental program choice options.

  • Monitoring availability of adequate resources.

Encore will administer the home language survey upon a student’s initial enrollment into Encore (on enrollment forms).

English Language Proficiency Assessment

All students who indicate that their home language is other than English will be tested with the English Language Proficiency Assessments for California (“ELPAC”). The ELPAC has four proficiency levels (Level 4: well developed; Level 3: moderately developed; Level 2: somewhat developed; and Level 1: minimally developed) and is aligned with the 2012 California ELD Standards.

The ELPAC consists of two separate assessments:

●     Initial Assessment (“IA”)

The ELPAC IA is used to identify students as either an English Learner, or as fluent in English. The IA is administered only once during a student’s time in the California public school system based upon the results of the home language survey. The locally scored IA will be the official score. The IA is given to students in grades K–12 whose primary language is not English to determine their English proficiency status.

●     Summative Assessment (“SA”)

ELs will take the SA every year until they are reclassified as fluent English proficient. The ELPAC SA is only given to students who have previously been identified as an EL based upon the IA results, in order to measure how well they are progressing with English development in each of the four domains. The results are used as one of four criteria to determine if the student is ready to be reclassified as fluent English proficient, to help inform proper educational placement, and to report progress for accountability.

Both the ELPAC SA and IA are paper–pencil assessments administered in seven grade spans—K, 1, 2, 3–5, 6–8, 9–10, and 11–12. In kindergarten and grade 1, all domains are administered individually. In grades 2–12, the test is administered in groups, exclusive of speaking, which is administered individually.

Testing times will vary depending upon the grade level, domain, and individual student.  Both the ELPAC IA and SA are given in two separate testing windows through the school year.

The IA testing window will be year-round (July 1–June 30). Any student whose primary language is other than English as determined by the home language survey and who has not previously been identified as an English Learner by a California public school or for whom there is no record of results from an administration of an English language proficiency test, shall be assessed for English language proficiency within 30 calendar days after the date of first enrollment in a California public school, or within 60 calendar days before the date of first enrollment, but not before July 1 of that school year.

The SA testing window will be a four-month window after January 1 (February 1–May 31). The English language proficiency of all currently enrolled English Learners shall be assessed by administering the test during the annual assessment window.

Encore will notify all parents of its responsibility for ELPAC testing and of ELPAC results within thirty days of receiving results from publisher. The ELPAC shall be used to fulfill the requirements under the Every Student Succeeds Act for annual English proficiency testing.

Reclassification Procedures

Reclassification procedures utilize multiple criteria in determining whether to classify a pupil as proficient in English including, but not limited to, all of the following:

 

  • Assessment of language proficiency using an objective assessment instrument including, but not limited to, the ELPAC (or equivalent).

  • Participation of the pupil’s classroom teachers and any other certificated staff with direct responsibility for teaching or placement decisions of the pupil to evaluate the pupil’s curriculum mastery.

  • Parental opinion and consultation, achieved through notice to parents or guardians of the language reclassification and placement including a description of the reclassification process and the parents’ opportunity to participate, and encouragement of the participation of parents or guardians in the reclassification procedure including seeking their opinion and consultation during the reclassification process.

  • Comparison of the pupil’s performance in basic skills against an empirically established range of performance in basic skills based upon the performance of English proficient pupils of the same age that demonstrate to others that the pupil is sufficiently proficient in English to participate effectively in a curriculum designed for pupils of the same age whose native language is English.

 

  • The Student Oral Language Observation Matrix will be used by teachers to measure progress regarding comprehension, fluency, vocabulary, pronunciation, and grammar usage.

 

 Strategies for English Learner Instruction and Intervention

Response to the needs of English learners shall include:

 

  1. Literacy classes (when necessary);

  2. ESL class (when necessary);

  3. Web-assisted programs in English learning;

  4. ELPAC (or equivalent) annual assessment until reclassification criteria met;

  5. Progress toward reclassification monitored on an individual plan;

  6. All teachers trained to support English learners;

  7. Ongoing staff development to support English learners;

  8. Literacy emphasized across the curriculum;

  9. Address the language issues in science and math by stressing vocabulary development;

  10. Textbooks that are available in alternate languages may be purchased for reference materials by ENCORE

  11. EL students may be placed into Study Hall groups together in order to have additional time with a qualified ESL teacher to help them on a mainstream path.

 

Parents of EL students or parents requiring correspondence in their native language will be notified by phone or by mail in a language that they understand as to the progress of their Encore High School - Riverside student.

 

Encore High School for the Arts - Riverside will also designate appropriate areas on campus for the special needs of EL, Section 504, RtI and Special Education Students.

 

Monitoring and Evaluation of Program Effectiveness

 

Encore evaluates the effectiveness of its education program for ELs by:

 

  • Adhering to Charter School-adopted academic benchmarks by language proficiency level and years in program to determine adequate yearly progress.

  • Monitoring teacher qualifications and the use of appropriate instructional strategies based on program design.

  • Monitoring student identification and placement.

  • Monitoring parental program choice options.

  • Monitoring availability of adequate resources.

Call

Office: 760-949-2036

Hesperia: 760-956-2632 

Ex

16955 Lemon Street

Hesperia, CA 92345

Established 08/08/08

© 2020 Encore Education Corporation

Encore Education Corporation does not and shall not discriminate on the basis of race, color, religion (creed), gender, gender identity or expression, age, national origin (ancestry), ethnic group identification, mental and physical disability, marital or parental status, sex, sexual orientation, or military status, or genetic information in any of its activities or operations. The perception of one or more of such characteristics: or association with a person or group with one or more of these actual or perceived characteristics. Encore Education Corporation is an equal opportunity employer.