The Livermore Valley Joint Unified School District is home to approximately 1,300 English Learner students. As a district, we are committed to providing resources and opportunities for our English Learners to become proficient in the English language and to succeed academically. Working in collaboration with parents, guardians, and staff will provide students with the skills needed to achieve mastery of the core curriculum and prepare for college and career.

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) within an appropriate timeframe. ELD lessons are differentiated to meet the needs of students' varying levels of English proficiency. The recommended instructional delivery model is to group English learners by the English language proficiency levels as assessed by the English Language Proficiency Assessments for California (ELPAC). 

All of our TK-12 teachers use Board-adopted curriculum for Designated and Integrated ELD. In addition to materials, our district currently has over 75 teachers trained in Guided Language Acquisition Design (BeGLAD) who are using the 35 carefully designed strategies in their classrooms to support ELs.

English Language Proficiency Assessments for California (ELPAC)

The ELPAC is California’s state assessment that has been used since 2018 to determine the English language proficiency (ELP) of students whose primary language is a language other than English. The ELPAC, which works in tandem with other content standards, is aligned with the California English Language Development Standards. The ELPAC assesses four domains: Listening, Speaking, Reading, and Writing. See ELPAC page for additional information and resources.

Fiscal Resources to Support English Learners

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 students and other students. 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.
• Local Control Funding Formula (LCFF) & the Local Control Accountability Plan (LCAP): LCFF/LCAP 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.