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Student Programs Resources

Student Programs Resources

ACOE Court and Community Schools Prop 28

Assessment

Court and Community Schools' School Plan for Student Achievement

Curriculum

Student Programs has a variety of instructional resources to enable students to become articulate speakers, responsive listeners, skillful readers and writers, and resourceful problem solvers.

Our goal is to support high-quality instruction that prepares and supports students to excel as 21st-century learners, inclusive of technology resources aligned to Common Core State Standards. We strive to support students to be prepared for success in college, career, and community.

  • 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.

English Learner Program

  • The English Learner Program helps limited English proficient students develop full proficiency in English, and to meet the same state academic standards as all other students.

    ACOE teachers are Crosscultural Language and Academic Development (CLAD) certified to provide the sheltered English immersion programs specified in the Board policy. The instructional staff actively monitor each English Learner's academic progress. After collecting work samples and collaborating with teachers regarding student progress towards meeting district reclassification criteria, the English Learner Teacher on Special Assignment convenes a parent meeting for feedback from parents/guardians and then determines if students have met ACOE Redesignation Criteria as fluent English Proficient speakers. Instructional staff continue to monitor reclassified students for two subsequent years and thereby providing necessary interventions as deemed necessary.

    Student Programs and Services Division (SPaS) of ACOE developed the EL Master Plan and the Procedural Handbook for English Learners as a framework for the implementation of instructional programs to support English Learners.

    EL Change Forms

    English  Spanish

     

    The components of the Master Plan are aligned with the California Department of Education's Coordinated Compliance Review items, and adjusted to reflect the unique circumstances of ACOE student programs, which differ substantially from district and school settings.

School Accountability Report Card (SARC)

State law requires all public schools receiving state funding to prepare and distribute a School Accountability Report Card (SARC.) The purpose of the report card is to provide parents and the community with important information about each public school.

A SARC can be an effective way for a school to report on its progress in achieving goals. The public may also use a SARC to evaluate and compare schools on a variety of indicators, including demographics, school safety plan, school program and learning environment, facilities, test results, teacher and staff information, curriculum and instruction, and fiscal and expenditure data.  

School Site Council

SPaS court and community schools must have a School Site Council to represent parents, students, community members, and school staff in the school governance process. The School Site Council exists to:

  • Review and analyze student achievement data,
  • Gather community input,
  • Help develop the Balanced Scorecard/Single Plan for Student Achievement (BSC/SPSA) and the school site budget, and
  • Monitor the implementation of the plan and budget.

The 2021-22 School Site Council members voted to continue the combined Court and Community Schools’ Site Council for the 2022-23 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!

  • 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!

     

    2023

     

    2024

    2025

     

     

Student Programs Comprehensive School Safety Plans

California Education Code Section 32286 requires each school site to review and update its school safety plan, which must be developed and written by a School Site Council (SSC) or its designated Safety Planning Committee in collaboration with teachers, classified staff, parents, and first responders to ensure they are up-to-date and complete. The plans must have policies and procedures addressing critical issues including: disaster preparedness; crisis response; mental and physical health; earthquake emergencies; school learning environment; discipline, suspension, and/or expulsion; hate crime reporting; child abuse reporting; release of a pesticide or toxic substance; and more. Schools are required to review, update, and approve its plan by March 1, every year and seek the approval of their Educational boards annually. 

Student Programs Digital Portal

Use these links to quickly access programs and manage sites for online or digital learning.

Please do not contact ACOE IT for help with usernames and passwords for Student Programs’ digital programs. They are only able to assist with ACOE devices or internet connectivity issues you may be experiencing. Please use the following information for assistance for any of our Student Programs purchase programs.

  • 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

Purpose:

Title I funding is provided to help disadvantaged students meet state academic content and performance standards. The Federal government provides funding to youth in institutions and community day programs for neglected or delinquent youth for the purpose of improving educational services to children who are failing, or most at risk of failing, to meet challenging State academic standards.

  • Low Income (Title I A) 
  • Foster Youth (Title I A & D) 
  • English Learners (Title I A) 
  • Neglected or delinquent youth ((Title I D) 
  • All students with access to a well-rounded education… improve conditions for student learning (Title IV)
  • 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 & CareerProfessional 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.

Triennial Educational Services Plan for Expelled and High-Risk Students

  • 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.

Resources for Families & Students

  • 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.

    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.

Williams Complaint

  • Pursuant to California Education Code § 35186, you are hereby notified that:

    1. There should be sufficient textbooks and instructional materials. That means each pupil, including English learners, must have a textbook or instructional materials, or both, to use in class and to take home.
    2. School facilities must be clean, safe, and maintained in good repair.
    3. There should be no teacher vacancies or misassignments. There should be a teacher assigned to each class and not a series of substitutes or other temporary teachers. The teacher should have the proper credential to teach the class, including the certification required to teach English learners if present.
           Teacher vacancy means a position to which a single designated certificated employee has not been assigned at the beginning of the year for an entire year or, if the position is for a one-semester course, a position to which a single designated certificated employee has not been assigned at the beginning of a semester for an entire semester.
           Misassignment means the placement of a certificated employee in a teaching or services position for which the employee does not hold a legally recognized certificate or credential or the placement of a certificated employee in a teaching or services position that the employee is not otherwise authorized by statute to hold.
    4. Please click here to obtain a complaint form. You may also download a copy of the California Department of Education complaint form in English and in other languages from the following website.