English Learner Support

English Language Development support and programs are provided to all students who have been identified as English Learners.  This includes designated and integrated English Language Development, annual ELPAC testing, and classroom level support.  In addition, the English Language Advisory Committee (ELAC) meets on a regular basis to provide input and collaborate on decision making regarding the needs of English Learners.

If your child is an English learner, your child may be offered English language development instruction targeted to their English proficiency level and designed to ensure English acquisition as rapidly and effectively as possible. Such programs are designed to be aligned with the state content standards and curriculum framework. They are based on sound instructional theory, use standard-aligned instructional materials, and will assist students in accessing the full educational program. You will be notified when your child is assessed for English language proficiency within 30 days after the start of the school year. The notice will include: (1) Whether the child is a long-term English learner or English learner at risk of becoming a long-term English learner, as those terms are defined in Section 313.1. (2) The manner in which the program for English language development instruction will meet the educational strengths and needs of long-term English learners or English learners at risk of becoming long-term English learners. (3) The manner in which the program for English language development instruction will help long-term English learners or English learners at risk of becoming long-term English learners develop English proficiency and meet age appropriate academic standards. A teacher who is assigned to provide either English language development, specially designed academic instruction in English, and/or primary language instruction to English learners, must hold an appropriate authorization from the California Teaching Commission. 

EL Master Plan: English Spanish 

Reclassification Criteria Policy

NWEA Reading Student Achievement Norms

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Child Find

The O'Farrell Charter School is dedicated to identifying, locating, and assessing all students within the district from kindergarten through twelfth grade who may have disabilities, and providing appropriate support and/or related services to those students determined by an educational evaluation.  The school is committed to providing eligible students with disabilities a free and appropriate public education consistent with federal and state laws, including those students enrolled in private schools, wards of the state, highly mobile students with exceptional needs, etc. For information call 619-263-3009.  

These services are provided based on the individual needs of the student. After a team, comprised of educational professionals and the parent(s), determines a student's unique needs and considers a variety of factors, an Individual Education Program (IEP) is created. An IEP is a legal document that describes how The O'Farrell Charter School provides services to a student with exceptional needs. Special education support and services are provided under the Individuals with Disabilities Education Act (IDEA 2004).  

 

 

 

 

Homeless/Foster Youth

Rights of Homeless Youth

The O'Farrell Charter School has appointed a liaison for homeless children responsible for ensuring the dissemination of public notice of the educational rights of students in homeless situations. 

Liaison contact information: Samantha Pohaku, Director of Special Education and Student Services, samantha.pohaku@ofarrellschool.org

Children and youth experiencing homelessness are defined as lacking a fixed, regular, and adequate nighttime residence. This definition also includes: 

• Children and youths who are sharing the housing of other persons due to loss of housing, economic hardship, or a similar reason 
• Children and youths who may be living in motels, hotels, trailer parks, shelters 
• Children and youths who have a primary nighttime residence that is a public or private place not designed for or ordinarily used as regular sleeping accommodation for human beings 
• Children and youths who are living in cars, parks, public spaces, abandoned buildings, substandard housing, bus or train stations, or similar settings, or 
• Migratory children who qualify as homeless because they are children who are living in similar circumstances listed above 

Homeless students have the following rights, as defined by law and policy:

• Homeless students have a right to immediate enrollment in school of origin or school where they are currently residing without proof of residency, immunization records or tuberculosis skin test results, school records, or legal guardianship papers.
• Homeless students have a right to education and other services including to participate fully in all school activities and programs for which child is eligible, to qualify automatically for school meal programs, to receive transportation services, and to contact liaison to resolve disputes that arise during enrollment.
• No homeless youth shall be required to attend a separate school for homeless children or youth.
• Homeless youth shall not be stigmatized by school personnel. 

For more information see Board Policy #5011