The ELPAC is California’s new assessment that is used to determine the English language proficiency (ELP) of students whose primary language is other than English. The ELPAC has replaced the California English Language Development Test (CELDT) and is aligned with the 2012 California English Language Development Standards. The ELPAC assesses four domains: Listening, Speaking, Reading, and Writing.

ELPAC Assessment Dates

ELPAC Initial Assessment: (between July, 2023 - June 30, 2024)

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. 

*Site testing takes place for all English Learner Students between Sept. 11 and October 31, 2021.  Newly enrolled students without ELPAC scores from their home district will be tested upon enrollment until June of each academic year, but we will not submit scores to the CDE; as they will be used for internal academic placement. In person scheduling of students, by site will be required for one on one test administration in an environment that complies with health and safety regulations. PPE will be provided for proctor and students

ELPAC Summative Testing: (between February 1- May 31, 2024)

The Summative English Language Proficiency Assessments for California (ELPAC) measures how well English learner students are progressing with English language development in each of the four domains. The ELPAC is aligned with the 2012 California English Language Development Standards and assesses four domains: Listening, Speaking, Reading, and Writing. The purpose of the Summative ELPAC is to measure a student’s progress toward English proficiency and to help determine if the student is ready to be reclassified. This is important to ensure that students continue to receive the support they need to do well in school.

*The online Summative ELPAC is administered by a proctor, a secure browser is needed, the listening section is controlled on the proctors’ side through TOMS. Sites should adhere to the grade level and testing roster from TOMS for all EL students. 

The Alternative ELPAC assessment is administered to special education students identified by their Individualized Education Plan (IEP) and will be given by a proctor in a 1:1 environment that complies with health and safety regulations. PPE will be provided for proctor and students.

ELPAC Summative Reclassification  

Reclassification is the process whereby a student is reclassified from English learner (EL) status to Fluent English Proficient (RFEP) status. Reclassification can take place at any time during the academic year, immediately upon the student meeting the following criteria: .

• • Summative ELPAC Overall Level 4, and have met the remaining three locally determined criteria are eligible to be reclassified.

  • grade of a C or better in English for at least two consecutive semesters

  • Student Writing Sample 

  • Measures of Academic Progress Reading Score of 220

LEA staff must update the ELAS in CALPADS for these students as redesignated fluent English proficient (RFEP) before February 1, 2024.

ELPAC Practice Tests: (available July 1-June 30)

• • Website https://www.elpac.org/resources/practicetests/
  • Example of a Listening Task: https://www.youtube.com/watch?v=ji5m15OvWKw

Please note, there is no option to ‘opt out” of the English Language Proficiency Assessments for California (ELPAC) for either a parent or student over the age of 21. 

Contact: Lydia Moore (lmoore@acoe.org)  for more information/materials/training

The California Assessment of Student Performance and Progress (CAASPP) is the system of statewide tests for English language arts/literacy, mathematics (Smarter Balanced-SBAC), and science given each year that measures what students know and can do in each of these content areas. The primary purpose of the CAASPP System is to assist teachers, administrators, students, and parents by promoting high-quality teaching and learning through the use of a variety of assessment approaches and item types. These assessments are also used for placement in California’s college system, and are known as the Early Academic Placement (EAP) assessments. 

All students in grades 3 through 8, and 11 will participate in the 2024 CAASPP (Smarter Balanced Test). The test would include both English Language Arts/Literacy and Mathematics content areas. These tests are administered entirely online. 

The Smarter Balanced Summative Assessments, which are delivered by computer, consist of two sections: a computer adaptive test and a performance task (PT) based on the Common Core State Standards (CCSS) for ELA and mathematics. The computer adaptive section includes a range of item types, such as selected response, constructed response, table, fill-in, graphing, and so forth. The PTs are extended activities that measure a student’s ability to integrate knowledge and skills across multiple standards—a key component of college and career readiness.

Certain students will take the California Alternative Assessment in lieu of the CAASPP or CAA, as identified by their Individualized Education Plan (IEP).

Spring CAA/CAASPP Assessment Window 2024

ELA/Math (grades 6-8, 11)

Court/Community Schools CAASPP Summative Tests:  March 6, 2024- June 13, 2024

AOA Summative Tests: Jan 8-April 19, 2024

CAASPP Practice Tests: (available July 1-June 30) 

• Website: http://www.caaspp.org/practice-and-training/index.html

Parents/students over 18  have the right to opt out of  the CAST/CAASPP state assessments. This request must indicate the exact test,  be signed, dated by a parent/guardian/student over 18,  and submitted to the school site.
Staff can access state assessment score reports for ELPAC Summative, CAASPP and CAST in AERIES under “State Testing Reports”. See Abraham Zamora if log in credentials are needed. 

Contact: Lydia Moore (lmoore@acoe.org)  for more information/materials/Moodle Access/training

The California Science Test (CAST) is part of California’s system of assessments called the California Assessment of Student Performance and Progress (CAASPP). The CAST measures what students know and can do using the California Next Generation Science Standards, which focus on understanding the scientific concepts found in the Life Sciences, Earth and Space Sciences, and Physical Sciences. These standards integrate the Disciplinary Core Ideas, Science and Engineering Practices, and Crosscutting Concepts to help students understand how science works in the natural world.

The statewide California Assessment of Student Performance and Progress (CAASPP) System includes federally required science assessments in grades five and eight and once in high school (i.e., grade ten, eleven, or twelve). Student level data is available in AERIES in the “Testing Section”. 

In addition, the following will be identified as CAST test takers for 2023-24:

• • • Students who received a parent/guardian exemption from testing, or were not tested due a medical emergency, met the testing requirement.
    • Registered students who did not submit a completed science test, or did not start testing, must be administered one of the science assessments by the time they are enrolled in grade twelve.

CAST Assessment Window 2023-2024

Court/Community Schools CAST Summative Tests:  March 6, 2024- June 12, 2024

AOA CAST Summative Tests: Jan 8-April 19, 2024

• • • Science (CAST) (grades 8, 11, and 12)

CAST CAASPP Practice Tests: (available July 1-June 30) 

• • • Website: http://www.caaspp.org/practice-and-training/index.html

Title I Computerized Measure of Academic Progress (MAP) Math and Reading Local Pre/Post Assessment 

The MAP assessment determines a student’s proficiency level in reading and mathematics and is aligned to Common Core State Standards, the CAASPP state assessment, and provides site level academic placement data.  The assessment is also available in Spanish and administered to English Learner students with an overall score of “Emerging” or lower level “Bridging” students. School site staff will administer the MAP test to all students 3-4* times per year. The MAP assessment is available for student testing in a web based version for students during the Fall Window and the web address is available to staff by request. Any in person testing will be in an environment that complies with health and safety regulations. PPE will be provided for proctor and students. Winter and Spring site testing and needed health and safety requirements will be determined per county regulations as needed. 

Web Based MAP Assessment 

Students can take the MAP assessment at HOME

type into device browser after assigning student assessment(s) and providing login credentials to the student  test.mapnwea.org.

Remote Testing Link: https://test.mapnwea.org/#/nopopup

Website for proctors: https://www.nwea.org/

Go to Login- MAP Growth

Court and Community Schools MAP Assessment Windows

Fall Window Sept. 5 -October 6, 2023 (*students who are tested prior to August 27th WILL NOT be included in the Fall data)

Winter Window January 8- February 9, 2024 *sites should focus on graduating seniors to ensure there is a pre and post assessment prior to exiting  

Spring Window May 13- June 12, 2024

*summer intervals

 Please contact sites for specific testing dates. Student level data is available in AERIES in the “Testing Section”.  

BAC should continue testing at enrollment, priority should be given to all long term students as they are most likely to complete a min. of 2 tests for the academic year. O&A Staff will email student results to Unit teachers after testing. 

Opportunity Academy MAP Assessment Windows

Fall  July 5 - Oct 31, 2023 (extended window due to new system set up delays)

Winter November 1, 2023-January 31,  2024

Spring February 1-April 30, 2024

Summer May 1-July 4 , 2024 (extended window due to extended year considerations)
 

AOA staff should test newly enrolled students within the first two weeks, then adhere to MAP window testing to ensure all students have a min. of two tests (pre & post) for the academic year

Character-Based Literacy Program, Markkula Center for Applied Ethics

The Character-Based Literacy (CBL) Program helps students build their literary skills through exposure to literature and access to real books, and is available at all ACOE court, community, and alternative schools. This program provides standards-based English/Language Arts instruction while emphasizing socially appropriate values and behaviors. The program is led by Steve Johnson, Director of Character Education, through the Markkula Center for Applied Ethics at Santa Clara University.

Edgenuity

Edgenuity is a comprehensive online curriculum available in core content areas (English Language Arts, Math, Science, and Social Science/History) for court, community, and alternative schools. It provides the foundation for instruction and is intended to ensure that all students master the California Common Core State Standards. Odesseyware addresses the needs of students working at or near grade level as well as those who need to work towards credit recovery. It includes universal access features to support English learners as well as personalized educational acceleration pathway options as described in the Common Core Standards Framework.

Expository Reading and Writing Curriculum (ERWC)

Developed by the California State University, the Expository Reading and Writing Course (ERWC) is designed to prepare students for success in postsecondary reading, writing, and thinking. Students in the course are taught to read, analyze, and write expository and persuasive texts in a systematic and structured process that includes critical reading, rhetorical analysis, and frequent writing tasks. Lessons are designed using a standard assignment template that is both comprehensive and flexible, deploying effective pedagogy informed by current research.

Houghton Mifflin Harcourt (Mathematics)

Algebra 1, Geometry, and Algebra 2 (AGA) were developed to help address Common Core State Standards and turn students into problem solvers who master concepts, become fluent with procedures, and apply the principles they’ve learned to real-world situations. While presenting algebra and geometry in a traditional three-course path, HMH AGA delivers this content with a truly innovative, adaptive approach, offering the rigor, depth of coverage, and guidance needed to prepare students for success on high-stakes assessments, in college, and in their careers.

California Department of Education data provided for “Teacher Preparation and Placement “ do not accurately reflect teacher totals for both District Number District Percent in our Court, Community, and Opportunity Academy schools. We are working with the CDE to make the corrections to these fields.

Paper copies of the SARC are available upon request. Please contact our office at (510) 670-4590.

The School Site Council members voted to continue the combined Court and Community Schools’ Site Council for the 2024-25 school year; per Education Code 65001 as one or more of the following conditions are applicable:

1. Schools with a common site administration may operate a shared SSC if the school site has a pupil population of less than 300 (EC Section 65001[a]); or
    
2. Up to three schools with a combined pupil population of less than 1,000 may operate a shared SSC if the schools have at least one of the following characteristics: a shared campus or geographic proximity to one another with similar pupil populations (EC Section 65001[b]).
    
3. Pursuant to EC Section 65001(c), the composition of the shared SSC shall have representation from each group as required in EC Section 65000(c).

This decision was to ensure that our Court and Community Schools’ Site Council meet the required School site Council Composition for Schools which states:

1. The principal of the school or his or her designee; classroom teachers employed at the school, selected by classroom teachers employed at the school; and school personnel employed at the school who are not teachers, selected by school personnel employed at the school who are not teachers. The classroom teachers selected pursuant to this subparagraph shall constitute a majority of the persons selected pursuant to this subparagraph. (EC Section 65000[c][1][A])

SPaS School Site meetings are open to students, parents, and the public. We welcome your involvement!

Edgenuity

https://auth.edgenuity.com/Login/Login/Educator

Lexia

https://auth.mylexia.com/mylexiaLogin

Learning Ally

https://portal.learningally.org/Home?returnurl=%2f

*after clicking LOG IN at the top of the page, an option to reset your password is available, as well as HELP or you can call 800-221-4792

Reading Plus

https://educator.readingplus.com/login

*an option to reset your password is available on the login page

Call 1-800-732-3758, ext. 1 or email at support@readingplus.com

NWEA MAP

https://www.nwea.org/

For teacher log on or more information, including forgotten logins, please contact Lydia Moore lmoore@acoe.org or use the Student Programs Staff Toolkit in Google Drive.

Title I A: English Learner, Foster Youth, and Low Income 

The Title I A program is a federally funded program authorized under the Elementary and Secondary Education Act (ESEA) of 1965 as reauthorized by the Every Student Succeeds Act (ESSA). The State Educational Agency (SEA) shall award grants to geographically diverse local educational agencies to support services for English Learner, Foster Youth, and Low-Income students. 

Title I D: Neglected and Delinquent Program

The Title I Neglected and Delinquent program provides federal assistance to youth in institutions and community day programs for neglected or delinquent youth for the purpose of improving educational services "so that such children and youth have the opportunity to meet the same challenging State content and student performance standards that all children in the State are expected to meet"

Staff who are funded from Title I are expected to provide one or more of the following services

• Academic support 
• Socio-emotional support/services
• Assessment 
• Transition follow up/data collection

Title I funding expenditures are available in the ACOE Local Control and Accountability Plan as well as the School Plans for Student Achievement for both Court and Community Schools found on the ACOE website. These plans are written to improve basic programs operated by our LEA

and by consulting with teachers, principals, pupil services personnel, administrators, other staff, and parents. The SPSA is approved annually by our School Site Council.

Goal 1: Compulsory Education - Technology Programs for core curriculum/ supplemental academic support, pre/post assessment in reading & math, English learner digital/support programs, English learner coaching and assessment coordination, extended year academic offerings, Library Services & Golf Program, Special Education Assessment, foster youth student service coordination and transition service supports, Title I program coordination, teacher credentials

Goal 2: Socio-Emotional Supports/Services - Foster Youth Transportation Costs, Childcare, SEL LEA Wide Professional Development, Nurse

Goal 3: College & Career- Professional Development, A-G & CTE Digital Curriculum, ERWC Stipends, CTE Credentials, A-G Academic Support, Supplemental Materials/Digital Programs, Technology Infrastructure, Partnerships: College & Career (CCI), and Foster Youth College and Career Readiness

Title I funding is reviewed every two years by the California Department of Education (CDE) through the Federal Program Monitoring (FPM) to ensure all Title I expenditures align to meet minimum fiscal and programmatic requirements.

The county superintendent of schools may operate community schools pursuant to Education Code Section 1980 (establishment and maintenance of one or more community schools).

In accordance with Section 1981, the county board of education may enroll in the community schools pupils who are any of the following:

a. Expelled for any of the reasons specified in subdivision (a) or (c) of Section 48915.

b. Referred to county community schools by a school district as a result of the recommendation of a school attendance review board of pupils whose school districts of attendance have, at the request of the pupil’s parent or guardian, approved the pupil’s enrollment in a county community school.

c. Probation-referred pursuant to Sections 300, 601, 602, and 654 of the Welfare and Institutions Code.

d. On probation or parole and not in attendance in any school.

e. Expelled from a school district for any reason other than those specified in subdivision (a) or (c) of Section 48915.

Student Programs and Services Division (SPAS) of ACOE developed the Educational Services Plan for Expelled and High-Risk Students .

• 2024-2027 Triennial Plan
• 2021-2024 Triennial Plan
• 2018-2021 Triennial Plan
• 2015-2018 Triennial Plan
• 2012-2015 Triennial Plan

   

ACOE's Student Programs provides free meals for children at our school sites.

We recognize the benefits that consistent and healthy meals have on student achievement, and do not require families to pay for student meals. We believe that all children should have equitable access to adequate nutrition.

In partnership with Oakland Unified School District (OUSD), ACOE provides meals to Quest Academy and Opportunity students. ACOE is also in partnership with Newark Unified School District (NUSD) to provide meals to Burke Academy, Quest Academy and Opportunity Academy students.

The U.S. Department of Agriculture prohibits discrimination against its customers, employees, and applicants for employment on the bases of race, color, national origin, age, disability, sex, gender identity, religion, reprisal, and where applicable, political beliefs, marital status, familial or parental status, sexual orientation, or all or part of an individual’s income is derived from any public assistance program, or protected genetic information in employment or in any program or activity conducted or funded by the Department. (Not all prohibited bases will apply to all programs and/or employment activities.)

If you wish to file a Civil Rights program complaint of discrimination, complete the USDA Program Discrimination Complaint Form, found online at http://www.ascr.usda.gov/complaint_filing_cust.html, or at any USDA office, or call (866) 632-9992 to request the form. You may also write a letter containing all of the information requested in the form. Send your completed complaint form or letter to us by mail at U.S. Department of Agriculture, Director, Office of Adjudication, 1400 Independence Avenue, S.W., Washington, D.C. 20250-9410, by fax (202) 690-7442 or email at program.intake@usda.gov.

Individuals who are deaf, hard of hearing or have speech disabilities may contact USDA through the Federal Relay Service at (800) 877-8339; or (800) 845-6136 (Spanish).

“USDA is an equal opportunity provider and employer.”

The Steve L. Butler Memorial Fund, operated by the ACOE Educational Partnerships Foundation, is available to students enrolled in schools operated by the Alameda County Office of Education.

Steve Butler was an ACOE teacher passionate about teaching students who faced challenges in their lives. For almost 20 years, he worked in Alameda County Court and Community School programs with tough-to-teach students – those who were unable to succeed in a continuation school, let alone a traditional high school. Steve typified the teacher who went beyond the call of duty for his students. It was Steve who mounted a fund-raising drive to help one of his students, Donna, attend a state competition in Los Angeles where she won a top award in that competition and went on to earn a good living as a welder.

It is in dedication to Steve’s advocacy for teachers and students, his love of life, and his competitive spirit that his colleagues strive to build and sustain The Butler Memorial Fund. Contributions are coordinated from the Alameda County Teachers Association, California School Employees Association, ACOE, and the California Teachers Associations to support Alameda County Court and Community School students.

Award amounts vary depending on students’ needs. Awards can assist students in buying books, a professional suit for work, class expenses, conference or workshop fees, or a myriad of other items and activities. The committee guiding the Butler Memorial Fund desires that the awards will do for prospective recipients what Steve’s personal efforts did for his students.

• Information on the Steve L. Butler Memorial Fund and how to nominate a student
• Nomination Form
• How to Donate to the Fund
• Steven L. Butler Memorial Fund Salary Reduction Agreement

DONATIONS

Please make donations to the Steve L. Butler Memorial Fund payable to the “ACOE Educational Partnerships Foundation” and write “Steve L. Butler Memorial Fund” on the memo line.

Contributions are fully tax deductible (tax I.D. number: 91-2152166). One hundred percent of the money donated to the Fund is used for scholarships.

Send checks to: ACOE Educational Partnerships Foundation, 313 West Winton Ave., Room 372, Hayward, CA 94544-1136.

For questions regarding donations, please contact Lisa McCarty at 510-670-7667 or send an e-mail to lmccarty@acoe.org.