SSC / ELAC

OVERVIEW OF THE SSC

The primary task of the SSC is to ensure that the school is continually engaged in identifying and implementing curriculum and instructional practices that result in both strengthening the core academic program and ensuring that students have access and success in that program. This core program should embody the district’s curriculum, which itself should reflect the state frameworks and curriculum standards. As the SSC goes about allocating the available supplemental resources, it should strive to keep its focus on establishing and maintaining a comprehensive and ongoing strategy to improve curriculum and instruction. The SSC should not limit its vision to using the supplemental resources to meet the demand of the moment or to purchase a single fixed solution to be used in perpetuity. Instead, it should establish and maintain a vision of the skills and knowledge students will need to be successful at each stage of their school career and determine what supports can be provided to enable such success to occur. Additionally, the SSC should maintain flexibility in its allocation of resources in order to enable the school to continually address the changing needs of the school.

The SSC is charged with the task of developing and approaching a school plan for using the supplemental resources to increase the student’s understanding of and success in learning the core curriculum. The school’s improvement effort should also be coordinated with the district’s effort to upgrade its curriculum offerings and quality of instruction in order that both the school, though the SSC, and the local governing board, through the district office, become part of a single improvement effort. The unified effort requires that the staff of the district office and the SSC establish and maintain formal lines of communication to ensure that they engage in efforts that support and reinforce a common goal.

The SSC is uniquely suited to carry out this function since it is representative of all segments of the school community. Being composed of the principal, teachers, other school personnel, parents, and the secondary level students; it provides a forum for all the major players in the school to come together to identify common goals and establish a plan to achieve these goals. The SSC’s success depends upon both the ability and willingness of all those involved in the process to work together in a cooperative manner to develop an effective curricular and instructional program in which all students may attain higher levels of academic competence.

OVERVIEW OF ELAC
An English Language Advisory Committee (ELAC) must be formed whenever a school has over 21 or more English Learner students.  The ELAC must meet at least quarterly to discuss issues relative to the success of English learners.  The ELAC also completes a needs assessment on an annual basis to identify areas of need or areas where additional information is needed.  Each school is to nominate a District English Language Advisory Committee Member (DELAC) that would attend district level meetings and bring back and share district level information to their own school community as well as bring issues, concerns or needs to the DELAC.

In addition to the School Site Council (SSC), other school or district councils or committees are required under certain circumstances. A major difference between the SSC and advisory committees is that the District Governing Board is the final decision-making body regarding programs with advisory committees. The advisory committee has no program or budget authority, but makes recommendations to the school and Board for consideration. The SSC should be aware of the other advisory committees and should develop a means for good communication, since the decisions of the SSC will affect the students throughout the school, such advisory committees in the Clovis Unified School District Learner Advisory Committee, the District Migrant Education Parent Advisory Council, the School and District level School Assessment Review Team (SART), and the District Indian Education Parent Advisory Committee.

Utilization of parent input is offered through a number of forums, including site and community booster organization groups, to ensure a diverse representation. These groups allow for on-going dialogue to take place between school staff and parents. These groups include all of the following below.

Save The Date!

1^st Quarter     10/15/26      3pm     Computer Lab

2^nd Quarter     01/07/27      3pm      Computer Lab

3^rd Quarter     03/11/27      3pm      Computer Lab

4^th Quarter      04/30/27     3pm     Computer Lab

YOUNG ELEMENTARY

SCHOOL SITE COUNCIL  

ENGLISH LEARNER ADVISORY COMMITTEE MEMBER ROSTER  

Minimum number of members on elementary school council: 10  

• 5 in the staff column 

• 5 in the parent/community member column

• Parents employed (as teachers, noon duty, or other staff) at the school site cannot be elected as a Parent member, but can be elected as a teacher or other staff member.  

At both the elementary and secondary levels, classroom teachers shall comprise the majority of persons represented under the staff category. 

California Education Code 52852 – At the elementary level, the council shall be constituted to ensure parity between (a) principal, classroom teachers, and other school personnel; and (b) parents or other community members selected by parents.