TVUSD Multilingual Student Support

🌏 Supporting Multilingual Students 🌎

Structured English Immersion Program for ELD

Elementary Designated ELD

Teach in small group 90 minutes or more per week (45 min. or more for TK and Kindergarten)

Secondary Designated ELD

ELA teachers with a cluster of EL students (expanding/ bridging levels) should provide a daily ELD group to support those students using the ELD standards. Please record the standards taught each week by placing checkmarks on the spreadsheet provided by your site EL specialist or coordinator.

Integrated ELD (all levels)

Consider how you can scaffold each lesson so that ALL students can access it and make meaning of it.

SUPPORT FOR NEWCOMERS

New ELD Resources

New for 2025-26:

Newcomer students will receive an ESL workbook as a supplement to support their first few weeks of learning English.

Elementary newcomer students will continue to receive an Imagine Learning log in to support early English language acquisition.

Contact Cheryl Tukua if you have a newcomer student and have not yet received a workbook or if the student needs an Imagine Learning log in.

SUPPORT FOR LONG-TERM ENGLISH LEARNERS

LTEL/ ARLTEL

Long Term English Learners (LTEL) are students in grades 6-12 who have not attained English language proficiency within 7 years of initial classification as an English learner.

EL At Risk of becoming a Long-Term English Learner (ARLTEL) is an EL student in grades 3-12 who has attended U.S. schools for 4 or 5 years, scores at the intermediate level or below on the English Language Proficiency Assessments for California (ELPAC), and for students in grades 3-9, scores below basic or far below basic on the English language arts achievement test.

GOAL: Students attain high levels of English proficiency & score 4 on ELPAC .

Prepare students for ELPAC success all year long.

ELPAC questions are similar to CAASPP questions. Prepare ARLTEL students continuously to set them up for success in the spring. According to John Hattie, spaced practice (continuous practice over time) has an effect size of 0.6 which is within the zone of desired effects.

Summarization

According to John Hattie, summarization has an effect size of .79! Having students retell or summarize what they have read is the most effective for developing comprehension according to the National Reading Panel (2000). Summarization improves memory of what has been read. Students need instruction on how to retell a story's main idea and details, including a graphic organizer.

Stress the Importance

If students are resentful of having to take the ELPAC, they won't do their best. Talk to them about their amazing superpower- being multilingual, and the importance of showing their best English on the test in order to be reclassified as English proficient.