Student Subgroups Served

 
 

English language Learners

ARISE High School is committed to supporting English Learners (EL), who make up approximately 20% of the student population. ARISE High School holds the same rigorous expectations for all students, regardless of primary language, and will support them in meeting the same expectation we hold for all students. Both integrated and targeted English Language Development (ELD) will be designed in alignment with the California ELD Standards with the intent to align instructional support for ELLs in both settings with the knowledge, concepts, and skills they will need to master the Common Core State Standards, Next Generation Science Standards, California State Standards, and be college and career ready.

ARISE High School’s English learners take the English Language Proficiency Assessment for California (ELPAC) to determine their levels of proficiency in the English language. The test, as well as the NWEA test, the SAT writing prompt, and the school’s own local assessments,  determines the personalized educational plan best suited to each individual student. For example, a student who needs extra support in reading would be assigned to our Adelante reading intervention program. 

As with all of the other sub-groupings of students, the school’s English learners will also benefit from the highly personalized approach of ARISE High School by having an advisor and other teachers who serve limited numbers of students and are thus better able to respond to individual needs, offer extra attention and support. While students will be in heterogeneous classrooms for their core academic subjects, our Adelante support programs are designed to provide additional small group and individualized instruction for different purposes, including targeted English Language development instruction. Based on the needs of our students our extended learning time has the flexibility is flexible enough to add additional courses as necessary, such as the Wordsmith Writing Workshop, which has provided additional ELD support for students.

As a way of building literacy in their home language, these students are also encouraged to take advanced classes in their native language both at the school and at local colleges.  Research supports that this is an effective way of building English literacy as well. Building on the world of youth development resiliency research, a part of ARISE High School’s philosophy is that every student brings particular strengths as well as struggles and it is equally important to build on strengths and allow all students to shine and experience success.

Students with special needs

Special Education

Pursuant to the Individuals with Disabilities Education Improvement Act (20 U.S.C. §§ 1400 et. seq) and relevant state law, ARISE High School is responsible for identifying, locating, and evaluating children enrolled at ARISE with known or suspected disabilities to determine whether a need for special education and related services exists. This includes children with disabilities who are homeless or are wards of the State. To ensure that eligible students are receiving the services to which they are entitled, we would like to request your assistance.

If you know of a child who has a disability or that you suspect may have a disability, you may refer that child’s parent or guardian to ARISE High School by calling the Dean of School Culture. Please note: All referrals are considered confidential. The parent, legal guardian, or surrogate parent retains the right to refuse services and other procedural safeguards under federal and state law.

Section 504 Plan

Section 504 of the Rehabilitation Act of 1973 states that no otherwise qualified disabled individual in the United States...shall, solely by reason of his disability, be excluded from the participation in, be denied the benefits of, or be subjected to discrimination under any program or activity receiving federal financial assistance. (29 USC 794)

  • Compliance monitored by the Office of Civil Rights.

  • Applies to all institutions receiving federal financial assistance, such as public schools.

  • Schools are obligated to provide a "free appropriate public education" (FAPE) to students with a disability.

Section 504 prohibits discrimination while ensuring that disabled students have educational opportunities and benefits equal to those provided to nondisabled students. If you would like to know more about 504 Plans or other types of assistance available to your student, please contact an Administrator.

As a way of building literacy in their home language, these students are also encouraged to take advanced classes in their native language both at the school and at local colleges.  Research supports that this is an effective way of building English literacy as well. Building on the world of youth development resiliency research, a part of ARISE High School’s philosophy is that every student brings particular strengths as well as struggles and it is equally important to build on strengths and allow all students to shine and experience success.