Subscribe to the Grapevine
School Web Sites Cafeteria Menus & Forms Calendars & Schedules Registration Open Enrollment & Transfers School Accountability Report Cards School Locations School Safety Summer School Programs
About Us Contact Us Emergency Information Forms & FAQs Negotiations Update Press Releases Superintendent Testing
Administrative Services Bond Program Business Services Campus Catering Community Engagement Curriculum & Instruction Educational Services Human Resources Information Technology Maintenance, Operations & Facilities Payroll Purchasing & Warehouse Special Education Student Services - Health Services
Agendas, Minutes, Policies & Regulations Board Meeting Calendar Board Members Committee Assignments Election Results Formal Written Correspondence to the Board of Education Mission, Goals and Vision Oath of Office & Code of Ethics School Board Recognitions
Citizens' Bond Oversight Committee (CBOC) District English Learner Advisory Committee (DELAC) Flyer Approval & Distribution Livermore Valley Education Foundation Local Control Funding & Accountability - LCFF & LCAP Online Resources Parcel Tax Information Parent Club Information Council Site & Field Rental Volunteering WeTip Program
Absence Management & Reporting Employee Links Employee Recognition

English Learners

To view this page in your primary language scroll to the bottom of the page.  Click on Select Language. Then chose the language of your choice.  


Para leer esta página en su propio idioma, vaya a la parte inferior de la página. Haga clic en Seleccionar Idioma (Select Language) y determine el suyo.


District Vision for English Learners

The Livermore Valley Joint Unified School District is home to over 1,700 English Learner students. As a district, we are committed to narrowing the achievement gap between native English speakers and English Learners. Working in collaboration with our stakeholders, we will provide students with the skills needed to access the core curriculum and prepare for college and career.

English Language Programs

SEI (Structured English Immersion): Students enrolled in this middle and high school program will receive accelerated instruction in English language acquisition through high-quality instruction. Students have access to grade-level core content that is differentiated and scaffolded in English using Specially Designed Academic Instruction in English (SDAIE) strategies. Primary language support is provided for clarification purposes. 


ELM (English Language Mainstream): The goal of this program is to ensure that English learners progress linguistically and academically to meet English Language Development (ELD) and grade-level content standards. Mainstream program teachers use SDAIE strategies to ensure that content knowledge is comprehensible to the student. 


DI (Dual Immersion): Students in the Dual Immersion program develop language and academic content in two languages, with the goal of achieving full bilingualism and biliteracy. 


Reclassification can be thought of as an English Learner’s (EL’s) language graduation. It is the process for determining that an English Learner has become Fluent English Proficient (RFEP). It is a major milestone and accomplishment for all ELs.


The Livermore Valley Joint Unified School District has adopted a reclassification process to enable students initially identified as English Learners to exit specialized program services and participate without further language assistance as Fluent English Proficient students. English Learners shall be designated as Reclassified Fluent English Proficient (R-FEP) when they have acquired the English language skills necessary to receive instruction and achieve academic progress in English only, at a level equivalent to students of the same age or grade whose primary language is English.


Per state guidelines, reclassification criteria must include English Proficiency as measured by the CELDT/ELPAC, performance in basic skills (CAASPP, DRA, F&P, or Literacy Benchmark), teacher evaluation, and parent consultation.  The State of California will release additional guidance on ELPAC that my change reclassification requirements in 2019.

Why is Reclassification Important?

English Learners who reclassify by 5th grade or within six years of enrollment in US schools have better long-term academic outcomes and are some of our top academic performers. When students reclassify, they are no longer required to take English Language Development courses.  They are able to fully participate in available college and career preparatory classes. 

English Language Development

Each English learner receives a program of instruction in English Language Development (ELD) in order to develop proficiency in English (listening, speaking, reading, and writing) as rapidly and as effectively as possible. ELD lessons are differentiated to be appropriate for students' varying levels of English proficiency. The recommended instructional delivery model is to cluster English learners by the English language proficiency levels as assessed by the CELDT. Beginning in the spring of 2018, the English Language Assessments for California (ELPAC) will be used to determine language proficiency levels. 

fiscal resources

The State of California funds school districts according to the Local Control Funding Formula (LCFF) model, which allows districts more freedom in determining how funds are spent, but also requires the development of a Local Control and Accountability Plan (LCAP) that links spending to specific district goals for student achievement. Funds are allocated following requirements outlined in Education Code, state regulations, and district policies. Federal programs, such as Title I, Title II, and Title III are used to supplement the basic education program (provide additional resources and services) and not to supplant (replace) general funds. 


Title I: This federal grant provides supplemental funds to be used to close the educational gap between disadvantaged children and other children. The funds and resources are used to raise academic achievement for all students and improve the school's entire educational program.  Currently, there are three Title I schools in the district.  


Title III: Title III authorizes funding for supplementary programs and services for English learners to improve instruction and provide auxiliary services to meet the needs of English learners. 


Single Plans for Student Achievement (SPSA):  The SPSA requires schools to annually monitor school programs. All expenditures must be documented on a budget page, which must provide evidence of how the funded programs are directly tied to the goals of the SPSA. 


LCFF/LCAP: The LCFF requires districts to provide supplemental services and programs to students who are English learners specifically through the allocation of Supplemental and Concentration grants. The LCAP outlines how the district plans to spend LCFF money to support English learners, low income, and foster youth. 



The English Language Proficiency Assessments for California (ELPAC) is the successor to the CELDT exam.  California Ed Code requires all students designated as English learners (ELs) to take an English proficiency test annually to track student progress and provide educational services.


ELPAC Fact Sheets:



ELPAC Domain Information Sheets:






Parent Guides to Understanding ELPAC:







ELPAC Practice Tests:

Grade K

Grade 1

Grade 2

Grades 3-5

Grades 6-8

Grades 9-10

Grades 11-12