2026 Elementary

2026–2027 Elementary Academic Priorities

For the 2026–2027 school year, CVUSD elementary schools will focus on consistent, high-quality instruction that strengthens academic achievement, language development, engagement, and student ownership of learning.

• Consistent Implementation of the Instructional Framework: Use rigorous Learning Intentions and Success Criteria, explicit instruction, Gradual Release of Responsibility, academic discourse, Checks for Understanding, actionable feedback, and opportunities to demonstrate mastery.
• High-Quality Literacy Instruction: Strengthen standards-aligned ELA instruction, foundational literacy skills, reading comprehension, writing, academic vocabulary, and the integration of reading and writing across all content areas.
• Effective Reading Intervention: Provide protected morning intervention blocks, including daily implementation of 95 Percent Group and Corrective Reading with fidelity, appropriate pacing, immediate error correction, and regular progress monitoring.
• High-Quality Mathematics Instruction: Ensure students develop conceptual understanding, procedural fluency, problem-solving skills, mathematical reasoning, and the ability to explain and justify their thinking. Mathematics instruction will include explicit modeling, purposeful use of visual representations and manipulatives, collaborative problem-solving, academic discourse, productive struggle, Checks for Understanding, and independent application.
• Site Mathematics Plans: Each elementary school will develop and implement a mathematics plan that identifies instructional expectations, student achievement goals, professional learning needs, intervention structures, coaching support, assessment practices, and systems for monitoring implementation and student progress.
• Mathematics Leadership and Support: Principals will conduct mathematics-focused instructional walkthroughs, establish model classrooms, support coaching cycles, use site math coaches strategically, provide professional development, and facilitate vertical articulation across grade levels.
• Purposeful Use of IXL: Use IXL to support—not replace—high-quality mathematics instruction. Teachers will assign standards-aligned skills connected to current learning, use diagnostic data to identify student needs, differentiate assignments, monitor progress weekly, and use results to plan intervention and enrichment.
• Multi-Tiered Mathematics Support: Provide grade-level instruction for all students, targeted support based on identified needs, and individualized pathways for students requiring intensive intervention. IXL and other approved resources will be aligned with assessment results and MTSS plans.
• English Learner Achievement: Protect daily Designated ELD instruction and provide frequent opportunities for students to develop academic language through speaking, listening, reading, and writing in complete sentences across every content area.
• Dual Language Achievement: Strengthen bilingualism, biliteracy, academic achievement, and cross-cultural competence through rigorous, standards-aligned instruction in both languages.
• Data-Informed Instruction: Engage in data cycles every six to eight weeks using classroom assessments, common assessments, IABs, FIABs, ELPAC, AVANT, CAASPP, IXL, DIBELS, Lectura, and intervention data to monitor growth and adjust instruction.
• Student Engagement and Ownership: Ensure students can explain what they are learning, describe the Success Criteria, use academic language, participate in meaningful conversations, set goals, monitor their progress, and reflect on their next steps.
• Collective Teacher Efficacy: Create structured opportunities for teachers, coaches, and administrators to visit classrooms, examine instructional practices, participate in coaching cycles, analyze student work, and collaboratively improve student outcomes.

District Assessments

Students may participate in assessments in reading, writing, and mathematics at the beginning, middle, and end of the school year. These may include:

• i-Ready reading and mathematics screeners
• IXL Math Diagnostic
• DIBELS or Lectura literacy assessments
• Grade-level English language arts and mathematics assessments
• Reading intervention placement and progress-monitoring assessments
• Classroom assessments and teacher Checks for Understanding

Not every assessment is administered to every student. Assessments vary based on grade level, academic program, and individual learning needs.

California State Assessments

Students in grades 3–6 participate in the California Assessment of Student Performance and Progress, or CAASPP, during the spring. These assessments measure progress toward California’s grade-level standards in:

• English language arts
• Mathematics

Students in grade 5 also participate in:

• California Science Test
• Physical Fitness Test

English Learner Assessments

Students identified as English learners participate in the English Language Proficiency Assessments for California, or ELPAC. The ELPAC measures students’ development in:

• Listening
• Speaking
• Reading
• Writing

Newly enrolled students whose home language survey indicates a language other than English complete the Initial ELPAC within 30 calendar days of enrollment. Continuing English learners take the annual ELPAC to measure their progress toward English language proficiency.

Dual Language Assessment

Students participating in CVUSD Dual Language programs may take the AVANT language proficiency assessment. This assessment helps schools monitor students’ growth in speaking, listening, reading, and writing in the program language.

GATE Screening

CVUSD provides universal GATE screening for second-grade students. The screening is one part of the district’s multiple-measures process for identifying students who may benefit from gifted and talented educational services.

Teachers and school teams use assessment information to:

• Identify student strengths and learning needs
• Plan and adjust classroom instruction
• Provide targeted intervention or enrichment
• Monitor progress over time
• Set learning goals with students
• Evaluate the effectiveness of academic supports
• Communicate student progress with families

School teams review student data regularly throughout the year to ensure that instruction and support are responsive to each student’s needs.

Families can help students feel prepared by:

• Ensuring regular and on-time attendance
• Supporting healthy sleep and morning routines
• Encouraging students to do their best
• Avoiding unnecessary appointments during testing windows
• Talking positively about learning and growth
• Contacting the teacher with questions or concerns

Schools will provide families with specific testing dates and additional information before major assessments.