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Our Team

Julie Kane

Director of Special Projects

X 50040

 

Brenda Zepeda

Ed. Services Logistics Technician

X 50041

 

Office Hours 8:00 a.m. - 4:00 pm

Fax (310) 263-6501

 

Upcoming Events

Williams Complaint

Policy and Procedures

Parents should use the District Uniform Complaint Procedure to identify and resolve any deficiencies regarding instructional materials, facility cleanliness and safety, emergency or urgent facility conditions that pose a health or safety threat to students or staff, and teacher vacancies or misassignments.

Every school must provide sufficient textbooks and instructional materials.  Every student, including English learners, must have textbooks and instructional materials, or both, to use at home or after school.  School facilities must be clean, safe, and maintained in good repair.  There should be no teacher vacancies or misassignments.  If a school is found to have deficiencies in these areas, and the school does not take corrective action, then a complaint form may be obtained from the School District Office.  Parents, students, teachers or any member of the public may submit a complaint regarding these issues.  However, it is highly encouraged that individuals express their concerns to the school principal before completing the complaint forms to allow the school to respond to these concerns. [E.C. 35186]

Quick Links

Special Projects

Categorical Programs Overview

Our office implements state and federal categorical programs. Furthermore, we advise and assist principals, teachers, and parents that participate in these programs.  

These programs include: 

  • Title I School Improvement
  • Title II- Teacher Quality and Technology
  • Title III- Limited English Proficient

These programs are applied for through the Consolidated Application for categorical funding, which is submitted to the California Department of Education (CDE). 

Our office also provides :

  • Leadership
  • Planning
  • Budget control
  • School and district plan evaluations
  • Research coordination
  • Fiscal reports
  • Implementation and evaluation of specially funded programs/projects. 

English Language Learner Programs Overview

The English Learner Program supports and promotes academic and linguistic excellence for English learners in the Lawndale Elementary School District.  Our goals are to:

  • Implement and support programs that provide differentiated instruction based on students’ academic and language needs, including English Language Development (ELD), Specially Designed Academic Instruction in English (SDAIE), and primary language support
  • Develop communicative and academic second language proficiency
  • Engage and support every student in learning English and reaching their highest potential in all academic content areas
  • Support school site leadership, teachers, and staff in promoting best practices to meet the instructional needs of EL’s
  • Instill an appreciation for cultural and linguistic diversity

English Language Proficiency Assessments for California (ELPAC)

Initial ELPAC Test (taken once)

Students who are new to the State of California will need to take the Initial ELPAC test within 30 days of their enrollment. Results from this test will be used to determine a student's Language Fluency and appropriate support.

Students who are enrolled during the school year will be tested at their school. Testing will be coordinated by each site's English Learner Instructional Resource Teacher (ELIRT).  Contact your school's ELIRT  if you have any questions. 

Summative ELPAC (taken annually)

All students who are determined to be part of the English Learner community will take the Summative ELPAC in the Spring at their school. Results from this test will be used to continue language support and eligibility towards reclassification. 

ELPAC Testing Teams

LESD has two dynamic mobile teams that administer ELPAC simultaneously during the designated testing windows.  They are the Westside and Eastside teams! This is a group collaboration of English Learner Instructional Resource Teachers (ELIRTs), Language Arts Specialists (LAS), Math Teachers on Special Assignment (TOSAs), and Certificated Substitutes.  Thanks to the ELIRTs for their guidance, providing trainings, and spearheading our testers, they have been able to accomplish ELPAC testing goals to meet state deadlines efficiently.

We are extremely proud of our testers and the success of our EL students!!  With the testers’ expertise and experience, the students feel less nervous and their self-confidence exceeds their ‘testing butterflies’.  Thank you to all the staff involved in this project!

See helpful resources for local educational agency personnel who administer the ELPAC.

Eastside Testing Team

Eastside Testing Team

Westside Testing Team

Westside Testing Team