About Us

Principal's Message

Pacheco School has a Two Way Immersion Program offering the San Luis Coastal Unified elementary students the unique opportunity to acquire literacy in two languages, English and Spanish. This is an additive bilingual program in that students will acquire a second language, but will not be at risk of losing their first language, as they often do in traditional bilingual programs.

Two Way Immersion programs bring two languages and their respective native speakers together in all academic and social aspects of the school day. By being immersed daily in the practical use of the two languages, students eventually become fluent and literate in both.

The academic focus of the program is centered on our existing board adopted K-6 curriculum and California content standards. Half of all instruction is in English and half in Spanish. Spanish is not a subject of instruction, but rather a vehicle of instruction. Spanish and English instruction are always kept separate to allow for maximized acquisition of both languages.

Our program is open to all students living in the San Luis Coastal School District boundaries. Students from outside the district can be allowed in through an Interdistrict Transfer on a space available basis and pending approval from both the home district and San Luis Coastal. Please refer to the page on Open Enrollment for more information on that process.

Pacheco School is a wonderful mix of language, culture, challenging standards, arts, music, and a balanced program. Everyone who attends or works at Pacheco School is here by choice, and that creates a unique sense of community and purpose of which we are very proud.

- Rick Mayfield, Principal

Dual Immersion Program

Two-way immersion, or dual immersion, has the goal of students acquiring grade level literacy skills in both English and Spanish by the end of sixth grade. The 50/50 program we use is a unique instructional delivery system that allows all students to first acquire literacy in their primary language, while acquiring oral fluency in the second language. The model then provides “appropriate transitioning” into literacy in the second language based on Krashen’s theory of second language acquisition.

Program Components

  • Spanish and English are the two focus languages of the academic program.
  • The K – 6 program (full grade implementation achieved by 2002-03) requires teams of bilingual Spanish-speaking teachers and English-speaking teachers in each grade.
  • The program requires extensive collaboration and teaming of teachers in each grade level.
  • Each subject area must be highly articulated from one grade level to another and team teachers must collaborate within each grade level to assure continuity of instruction and content throughout the entire school and to assure completion of the district curriculum.
  • The program requires extensive home/school collaboration. Informing parents of the program prior to their children’s enrollment and on an ongoing basis is vital to the program’s success.
  • The program is open to all Spanish-speaking, LEP students within the City and serves as the primary language program for these students. The program also serves English-speaking students within Pacheco’s attendance area and accepts students from the entire community depending upon space availability.
  • The composition of students in each classroom is as close as possible to one-half native Spanish speakers and one-half native English-speakers.
  • Self-review of the program is a constant, ongoing process which recognizes the need for staff to address areas that require modification. Decision-making in this process must be conducted by the entire staff or the Site Management Team.
  • The program features an extended day Kindergarten program.
  • The program requires continued staff development in Whole Language, Thematic Integrated Instruction, and Cooperative Learning through the Guided Language Acquisition Design (GLAD) Program and Gender/Ethnic Expectations and Student Achievement (GESA) training.


Employee Code of Conduct

This code of conduct guides professional conduct with professional and ethical implications. It embraces the fundamental belief that the student is the foremost reason for the existence of the profession. Professional educators promote the development of character and civic responsibility of learners to explore ideas, to develop skills, and to acquire knowledge necessary to be contributing members of society.

#1: Equity

Professional educators advocate for the practice of equity by assuring equal access to educational opportunities for each individual. They recognize and address the uniqueness of each student and provide the appropriate educational supports and personalization of the educational experience.

#2: Mutual Respect

Professional educators respect the inherent dignity and worth of each individual. Educators deal considerately and justly with each student and seek to resolve problems.

#3: Diversity

Professional educators promote and respect diverse cultures by honoring and valuing individual differences and supporting the strengths of all individuals. They have the responsibility to present facts and provide access to all points of view without distortion, bias, or personal prejudice.

#4: Integrity

Professional educators behave in a trustworthy manner by ensuring confidentiality, demonstrating honesty, and maintaining a professional relationship with students at all times. They follow generally recognized professional standards and exercise sound professional judgment