ELL 2016-10-25T04:51:14+00:00


Encore High School will meet all applicable legal requirements for English Learners (“EL”) as it pertains 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 and CELDT Testing (or equivalent)

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

English learners are identified by their CELDT scores (or equivalent) and teacher observation. Within 30 days of enrollment, any student whose parent has indicated on the Home Language Survey that English is not the primary (first) language will be tested on their English language proficiency using the CELDT test (or equivalent). During initial enrollment only, students identified as English learners are further tested in their primary language to determine proficiencies in listening, speaking, reading, and writing. The results of each student’s assessments are sent to their parents or guardians in a language they understand. Students will be tested at least annually thereafter between July 1 and October 31st until re-designated as fluent English proficient. Results of students’ designation and English proficiencies are reported annually to the state on Encore’s R30-LC report.

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 CELDT (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. CELDT (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. ELL 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 ELL 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 ELL, 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.