Alliance William and Carol Ouchi High School and O’Donovan Middle School – Part of the Alliance Ouchi-O’Donovan 6-12 Complex (Ouchi-O’Donovan) believes that every scholar brings assets that enrich our classrooms and our school community, regardless of race, language, learning needs and culture. In order to
ensure each scholar’s success and create a shared understanding for programming and instruction, Ouchi-O’Donovan will provide guidance, resources, training and support to teachers, staff and parents to build an equitable, rigorous learning environment for our English Learner (EL) scholars.
Ouchi-O’Donovan must be engaged actively in assessing and analyzing scholar performance, program effectiveness and instructional practices. Implementing research-based structures that support scholar achievement for ELs is essential, especially in light of our ultimate goal that 75% or more of our scholars graduate from a four-year college or university.
The following guiding principles were created as a collaborative effort with Alliance College-Ready Public Schools (Alliance or Home Office), with input from diverse stakeholders throughout the organization. The guiding principles highlight important concepts that are integrated throughout the content of this Master Plan and help realize the vision for educating ELs:
1. Assets-based Education: Educators foster an assets-oriented mindset by knowing, valuing and
affirming their own, scholars’, and families’ cultures and languages; empowering scholars’ voices;
and cultivating a joy of learning.
2. Rigorous Academics for All: Language learners engage in intellectually rigorous and
developmentally appropriate learning experiences that promote high levels of proficiency in
English, including academic language, as well as academic achievement across the curriculum.
3. Alignment and Articulation: Language learners experience a coherent, articulated and aligned set
of practices and pathways across contexts, starting in enrollment, through reclassification and
graduation, in preparation for college and careers in the 21st century.
4. Systemic Support: Leaders and educators across all levels of the school system receive integrated
professional development. They share responsibility for educating and monitoring the progress of
language learners, are accountable and responsive to the needs of diverse learners, and ensure
that fiscal investments are equity-oriented and research-based.
We will achieve this vision by:
     1. Assets-Based Education:
        ● Valuing parents as partners, capitalizing on the language, skills, culture and experiences they bring to the school community
        ● Ensuring all school staff (school leaders, teachers and staff) feel a sense of ownership and urgency to serve the needs of ELs
     2. Rigorous Academics for All:
       ● Ensuring that all schools have effective English Language Development (ELD) courses to meet the needs of the diverse proficiency levels of ELs 1
       ● Verifying that all scholars are placed in the appropriate ELD course based on year and proficiency level
       ● Developing instructional programs and professional development to ensure ELs are engaged in rigorous, intellectually rich and challenging content
       ● Empowering all teachers as Integrated ELD teachers through professional development and collaboration
     3. Alignment and Articulation:
       ● Providing schools with course guidance and sequence structures
       ● Using data and providing teachers with resources to analyze data in order to accurately monitor, place and support ELs throughout their schooling
     4. Systemic Support:
       ● Supporting the transition to the California English Language Development Standards (CA ELD Standards) through the English Language Arts/English                   Language Development Framework for California Public Schools (ELA/ELD Framework) and the English Language Proficiency Assessments for California           (ELPAC)
        ● Developing the EL Master Plan to ensure it is a helpful guide for providing effective supports and services for ELs
        ● Collaborating with the Special Education Department to ensure that ELD goals for scholars with Individualized Education Plans (IEPs) who are double                   identified (EL and SWD—students with disabilities) prioritize language needs and appropriate support is provided
This document is divided into 7 chapters:

● Chapter 1: Identification and Assessment
● Chapter 2: Instructional Program
● Chapter 3: Reclassification Criteria and Exiting
● Chapter 4: Staffing English Learner Programs and Teams
● Chapter 5: Professional Development for All Teachers Who Work With English Learners
● Chapter 6: Parent Engagement
● Chapter 7: Program Evaluation
● Appendix
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