The After School Education and Safety (ASES) Program provides FREE supervised activities until 6:00 PM for students at the elementary schools, every day that school is in session during the regular school year. The program is coordinated across all of the elementary campuses and provides a fun, safe, stimulating environment for students! Studies show that participation in an afterschool program increases students’ attachment to their schools, improves test scores, and keeps kids out of trouble.
Responding to the needs of our families, Lemoore Union Elementary School District has partnered with the California Teaching Fellows Foundation to provide an after school program at our four elementary school sites. Offering this program is part of the District's commitment to providing a safe environment and enriching the school experience for our students while enabling schools to continue a focus on their academic mission.
Lemoore Union Elementary School District’s English Language Development (ELD) program empowers ELD students to achieve English language competency, and academic success, while honoring and preserving students’ cultural identity
The ELD program is about supporting students so they become competent in English and successful in all subjects. Our ELD classrooms honor and respect the many cultures that gather there each day.
Identification of English Learners
As part of initial school enrollment, all parents enrolling a child in a California public K-12 school for the first time are required by state and federal law to complete a Home Language Survey. If information provided by parents on the Home Language Survey indicates a language other than English in the home or in the child's background, the school is required by state and federal law to test the student for English language proficiency. Parents cannot waive the English language assessment, as it is both a federal and state requirement.
If a student is transferring to LUESD from another California public school, ELPAC (English Language Proficiency Assessments for California) results from the previous district are valid and may eliminate the need for initial English proficiency screening a second time. Parents may provide a copy of the most recent official ELPAC results at the time of enrollment to LUESD.
English Language Proficiency Assessments for California
As of July 1, 2018, all California school districts are required to use the ELPAC to determine initial English language proficiency and to monitor annual progress in acquiring the English language for returning English learners. No other test results can be substituted for the ELPAC and there is no provision in the law allowing students to waive this assessment.
New students are tested within 30 days of enrolling in a California public school and returning English learners are tested annually during the spring ELPAC testing window (February 1 through May 31). School districts mail completed ELPAC tests to the state for official scoring by the beginning of June. Typically, the state requires 6-8 weeks after the administration of the test to return official scores to the district. Parents receive notification of official ELPAC results within 30 days of when the district receives the official scores from the state. Results of the assessment are shared with parents online and are available through the Aeries Parent Portal.
What is the DELAC? A district is required to form a DELAC if it has 51 or more English learner students. The committee is comprised of school staff, parents of EL students, other parents and community members who are interested in English learner programs. At least 51 percent of the committee must be made up of parents of English learner students who are not employed by the district. DELAC members are elected by ELAC members at school sites. Advisory Duties The purpose of the DELAC is to advise, not govern, ELS services and programs offered by the district. As an advisory group, DELAC member duties include:
Developing a Master Plan for educational programs and services to English Learners.
Conducting a district-wide needs assessment on a school-by-school basis.
Establishing district program goals and objectives for English Learner Services.
Developing a plan to ensure compliance with teacher and paraprofessional requirements to teach English Learners.
Reviewing and commenting on the district's reclassification procedures for English Learners.
Reviewing and commenting on the written notifications to be sent to parents and guardians.
Performing self-evaluation to determine if the DELAC is meeting its goals and appropriately representing the district's English Learners.
The overall goal of the DELAC is to improve our English learners' acquisition of fluency in English and to help our students achieve academic success.
All DELAC meetings, including subcommittees, are required by law to be open to the public. Meeting agendas must be posted in a public place a minimum of 72 hours in advance. An ideal DELAC meeting agenda should include student achievement data, reclassification data, and discussion aimed to increase parental involvement. Items not listed on the agenda cannot be voted upon.
Location: Lemoore Union Elementary District Office, Board Room
* if needed
Dominique Avina, ELD Teacher at Liberty Middle School
Claudia Llamas, ELD Teacher at Engvall Elementary School
Carey Alves, ELD Teacher at Cinnamon Elementary School
Lorena De Souza, ELD Teacher at Meadow Lane Elementary School
Berta Carrillo, ELD Teacher at Lemoore Elementary School
Lucia Coykendall, ELD Teacher at Freedom Elementary School
Gifted and Talented Education (GATE) is offered in the regular classroom and in after-school classes to students in grades fourth through eighth. In the classrooms, teachers differentiate the curriculum to challenge GATE students. In after-school classes which are offered at the five elementary schools or during the GATE elective class at Liberty Middle School, GATE students work in cluster groups to complete a variety of projects including advanced technology, science exploration, geography, and visual performing arts. Projects are assigned based on student interest. Being a GATE student at Lemoore Union Elementary School District does not mean more work; however, it does require the student to work at a greater degree of sophistication and depth.
Parents and/or Teachers may refer students by completing the Teacher or Parent referral form located to the left of this document on the tab marked GATE Program. The assessment process for fourth through sixth grades is during the fall of each school year. Third grade students are assessed at the end of each school year.
The Lemoore Union Elementary School District offers long-term independent study for students who choose an alternative learning environment in lieu of attending school in-person. Long-term independent study is a voluntary program that is available to students from kindergarten through eighth grade, designed to provide students with access to grade-level curriculum and support services as needed.
Long-term independent study is NOT distance learning. A distance learning option is no longer available. Under long-term independent study, each grade span has certain requirements as described in the Long-Term Independent Study Master Agreement ("Master Agreement"). Independent study is a home-based educational program where parents have to ensure that students participate and complete assignments as stated in the Master Agreement. All assignments and coursework will be available through an online curriculum (i.e. Edgenuity) that the district will utilize along with workbooks for grades K-5. Additional services, such as Occupational Therapy, Speech, ELD and counseling will be provided through the school either remotely or may be scheduled for appointments on campus. Appointments with the student’s teacher of record in Edgenuity must also be scheduled by the parent or student. The independent study supervising teacher or members of the school staff will reach out to parents on a regular basis to ensure that students are engaged in their learning and completing assignments on a daily basis. Parents will also have access to the student’s dashboard allowing them to track their child’s progress.
The Master Agreement details specific requirements and expectations for this home-based educational program. Independent study is not distance learning or home/hospital instruction. Students complete assignments at home, largely with parental assistance. Depending on the grade level, students may receive limited instructional time from a teacher and/or frequent check-ins from a teacher or staff member. Independent study is meant to be a program where the student primarily works through lessons and assignments on their own (i.e. independently) with parental support and scheduled contacts with the teacher of record.
Parents who are interested in learning more about long-term independent study are asked to contact the main office of their child's school. The principal or administrative designee will meet with the parent to discuss this alternative educational option and determine if this is an appropriate placement for the student. This meeting may be conducted in a group setting with multiple parents/families. Parents wishing to proceed with independent study would be required to sign the Long-Term Independent Study Master Agreement, indicating that they agree to the conditions and requirements of this alternative placement in order for the student to remain in independent study.
Migrant Education is a federally-funded program that provides services to children and youth from ages 3 to 21, whose education has been interrupted in the past 3 years because of the need for migrant parents to relocate to other areas in order to find agricultural or seasonal work to support their families.
The Migrant Education Program, Region VIII, serves migrant students and their families in Tulare and Kings Counties. There are approximately 20,000 migrant students enrolled in the Program in both counties.
The Migrant Education Program provides supplementary educational, health and family services by developing agreements with school districts. Currently, 54 school districts have an active Migrant Program. The goal of the Migrant Education Program is to work in cooperation with the individual districts to supplement the district's educational program and to promote each migrant student's progress in school.
The Migrant Education Program services are supplemental and are provided in various ways: health services; health education; pre-kindergarten classes; out-of-school youth (18 to 21 years of age); counseling; tutoring; enrichment and fine arts programs; extended day, evening, weekend and summer school programs; math programs for students & families; outdoor education - SCICON; intensive social services referrals; mentoring; intensive reading/math groups, secondary education; and parent education literacy centers. Migrant parents are an important part of the education of a child and are included as an integral part of the program. District, Regional and State parent advisory councils play an active role in providing and advocating services to children.
The Lemoore Union Elementary School District Music Department is run by five music teachers who work on six campuses offering instrument band, choir and classroom music. Elementary general music and recorders begin in all 4th grade classes. Instrumental Band is offered to the 5th and 6th grade students. Middle school students may participate in marching band, symphonic band, jazz band, percussion, ukulele, choir or color guard. Over 500 students participate in the LUESD music program annually performing in area parades, concerts, and festivals.
Symphonic Band/Patriot Marching Band
This ensemble will consist of students who have been playing their instrument for at least a year and have demonstrated a high level of musicality on their instrument. The music is very demanding and is taught at a fast pace. The Patriot Marching Band performs during the fall months and participates in parades and band reviews around the Central Valley, including the Lemoore Christmas Parade. The Symphonic Band performs during the second and third trimesters focusing on concert style music. This group will perform numerous concerts and will compete in the CMEA Festival in the spring, as well as have the opportunity to audition for the TKMEA (Tulare-Kings County Music Educators) Honor Band and State Honor Band.
This ensemble will consist of students who have been playing their instrument for at least a year, however, beginning students who are willing to work extremely hard will be accepted on a case by case basis. The goal of this class is to reinforce the basic elements of instrumental music, including playing their instrument,identifying notes, correct fingerings/slide positions, counting and clapping rhythms, identifying time and key signatures, and knowledge of dynamics and articulations. This group will perform numerous times during the year and possibly have the opportunity to compete at festivals during the spring.
Jazz band is an honor course that requires a large commitment, great attitude, and outstanding musicality. This band consists of saxophones (alto, tenor, and baritone), trombones, trumpets, and a rhythm section (piano, guitar, bass, drums, and Percussion). The jazz band will provide students with an opportunity to learn about improvisation and ensemble playing. This ensemble will perform at numerous concerts, festivals across the valley, and for school/public events. This group has received numerous Superior Rating at the CMEA Jazz Festival in Hanford and has also competed at the prestigious Reno Jazz Festival. Students will have the opportunity to audition for the TKMEA Honor Jazz Band. This class meets before school daily at 7:15am and students interested must audition.
Color Guard/Winter Guard
This group will be performing with the Patriot Marching Band in the fall, as well as an independent performance ensemble in the winter/spring season. The group contributes to the pageantry aspect of the marching activity through the use of flags, banners, and ‘weapons.’ In the winter/spring season, we will offer what is called winter guard, which is a theatre/performance-based color guard ensemble. This group will perform in numerous competitions and school related events. Both groups will be determined by audition, and once established, will rehearse bi-weekly after school. The winter guard has won numerous championships at the San Joaquin Valley Color Guard and Percussion Review and South Valley Winter Arts Association. We hope to continue the success of this program. Reminder: Students that are in the band are allowed to do both color guard and winter guard but must have it cleared with a music director first.
This group will be performing as an extension of the Patriot Marching Band during the winter/spring season. This program is a percussion/theatre/performance-based ensemble. They perform a choreographed show in a gym. This ensemble gives band students an opportunity to learn how to play all percussion instruments, the techniques of marching, and how to work together in an ensemble. This group will perform in numerous competitions and school related events. They will be determined by audition, and once established, will rehearse bi-weekly after school. The Liberty winter percussion has won numerous championships at the San Joaquin Valley Color Guard and Percussion Review and South Valley Winter Arts Association. This group's success is based solely on hard work and dedication and we hope to continue the success of this program for years to come.
Christopher Morshead - Band Director Liberty / PW Engvall
Marcus Zellous - Liberty / Freedom Elementary
Chris Huebschle - Liberty / Meadow Lane Elementary
Rob Bentley - Liberty / Lemoore Elementary
Jon Alanzalon - Liberty / Cinnamon Elementary
Alianna Cabuhat - Color Guard / Winter Guard, Caption Head
Winter Percussion 2010
Jazz Band "Glazed Over" 2010
Jazz Band "Stayin Inside" 2010
Pismo Beach Parade 2009
Winter Percussion 2009
Drum Cadence 2008