Invest in additional whole-child supports for LTEL7 students, such as those provided by community schools¶

Strategy · All strategies
Evidence · no claims cited

Description¶

The report recommends ensuring all students including those designated as LTEL7 have access to adequate schooling resources and necessary whole child supports. It states that "nearly 9 out of every 10 students designated as LTEL7 are socioeconomically disadvantaged," suggesting less access to resources outside school, and underscores the importance of "investing in additional supports for students designated as LTEL7, such as those provided by community schools that typically offer a wide range of integrated student supports."

Design Implications¶

Context¶

Requirements¶

• Districts must have access to community schools or similar models offering integrated student supports such as health, mental health, and social service supports.

Constraints¶

Target Learners¶

• Students designated as LTEL7 in California K–12 schools

Target Learning Goals¶

• English language acquisition and overall academic success for long-term English learners

Related Strategies¶

• Use advisories and looping to ensure every student is known and supported by adults
• Hire peer family care navigators and build county-level coordinated care systems for English Learner families

Examples¶

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Key Sources¶

• Price, H., Burns, D., Loewe, S., Shields, P., Kaplan, J., & Lee, H. (2024). Long-term English learners in California. Learning Policy Institute. https://doi.org/10.54300/496.998