Multilingual Multicultural Education
The VUSD Multilingual and Multicultural Education Department supports programs that prepare Multilingual Learners at all grade levels for college and career success. Department staff supports Multilingual Learner identification, parent notification, annual assessment routines, reclassification procedures and compliance monitoring.
Program models offered for Multilingual Learners in VUSD include Structured English Immersion, English Language Mainstream, and Dual Language Programs. The department supports program design, planning and articulation, professional development, curriculum selection, program evaluation, parent involvement, management of fiscal resources, and community awareness.
Migrant Education student services are provided to eligible students and families as part of the Multilingual and Multicultural Department.
The Multilingual and Multicultural Department supports world language instruction and multilingualism in VUSD schools through course development, curriculum selection, and professional development.
VUSD promotes and celebrates multilingualism with the VUSD Multilingual Recognition Seal and the California State Seal of Biliteracy. The Department assists schools in providing this recognition for graduating seniors each year.
District translation support is offered through the Multilingual and Multicultural Department and by staff at many schools.
VUSD collaborates with the Mexican Secretary of Public Education to provide educational opportunities at our Plaza Comunitaria located at Sheridan Way School.
The VUSD Multilingual and Multicultural Education Department also supports programs and curriculum TK-12 that honor the diverse identities and community cultural wealth all our students bring. The goal is for all students in VUSD to feel safe, valued, nurtured and loved.
Teaching and Learning
- Anti-Bias Anti-Racist Work Group (ABAR)
- Dual Language Programs
- Ethnic and Social Justice Studies (ESJS)
- Family Engagement & Resources
- Language Objectives
- Multilingual Learners (ELPAC, Reclassification, Language Acquisition Resources)
- VUSD Multilingual Seal & California Seal of Biliteracy
- World Languages
Anti-Bias Anti-Racist Work Group (ABAR)
Dual Language Programs
ELEMENTARY |
SECONDARY | |
Sheridan Way Elementary School
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DLI Handbook |
sCHOOLs OF CHOICE (SOC) WEBSITE |
Ethnic and Social Justice Studies (ESJS)
- Student Affinity Groups
- Courses
- Integrated ESJS
- Stand Alone ESJS Course Description
- National Heritage and History Months
- Celebrating Diverse Literature
- ESJS FAQ
Student Affinity Groups
BALBOA MIDDLE SCHOOL BUENA HIGH SCHOOL |
FOOTHILL TECHNOLOGY HIGH SCHOOL PACIFIC HIGH SCHOOL VENTURA HIGH SCHOOL |
Courses
Integrated ESJS
PD resources coming soon!
- Asian American and Pacific Islander People’s Panel
- Black / African American People's Panel
- Indigenous People’s Panel
- Latina/o/e/x Chicana/o/e/x People’s Panel
Asian American and Pacific Islander People’s Panel
Books, articles and resources from the Asian American and Pacific Islander People’s Panel:
https://asianamericanedu.org/about.html
https://archive.advancingjustice-la.org/what-we-do/curriculum-lesson-plans
Black / African American People's Panel
Books, articles and resources from the Black / African American People’s Panel:
Song: Black Parade by Beyoncé
Released Juneteenth (June 19), 2020
Clean version of Black Parade with lyrics
Children’s Book: How “Lift Every Voice and Sing” Inspired Generations
By Kelly Starling Lyons - read aloud
Books by and about African Americans that teachers can use to enrich their classroom libraries:
Indigenous People’s Panel
Books, articles and resources from the Indigenous People’s Panel:
Community cultural wealth handout
Latina/o/e/x Chicana/o/e/x People’s Panel
Books, articles and resources from the Latina/o/e/x Chicana/o/e/x People’s Panel:
Aranda, E. M., & Rebollo-Gil, G. (2004). Ethnoracism and the “sandwiched” minorities. American Behavioral Scientist, 47(7), 910–927. https://doi.org/10.1177/0002764203261071
Canizales, S. L., & Vallejo, J. A. (2021). Latinos & Racism in the Trump era. Daedalus, 150(2), 150–164. https://doi.org/10.1162/daed_a_01852
Conchas, G. Q., & Acevedo, N. (2020). The chicana/o/X dream: Hope, resistance, and educational success. Harvard Education Press. (Book/libro)
Conley, S. C. & Cooper, B. S. (2010). Keeping and improving Tomorrow's school leaders: Retaining and sustaining the best. Rowman & Littlefield Education.
García, D. G. (2018). Strategies of segregation: Race, residence, and the struggle for educational equality. University of California Press. (ISBN: 9780520296879 For this one try 17M6662 for 30% off )
Hammond, Z., & Jackson, Y. (2015). Culturally responsive teaching and the brain: Promoting authentic engagement and rigor among culturally and linguistically diverse students. Corwin.
https://carmenlomasgarza.com/publications/
Magdaleno, K. (2016). Ensuring social justice and a diverse and equitable leadership. Leadership, 14–16.
Nctsn Admin. (2018, October 3). Culture and trauma brief: Preliminary adaptations for working with traumatized Latino/Hispanic children and their families. The National Child Traumatic Stress Network. Retrieved January 27, 2022, from https://www.nctsn.org/resources/culture-and-trauma-brief-preliminary-adaptations-working-traumatized-latinohispanic
Shelby, T. (2009). Racism, identity, and Latinos: A comment on Alcoff. The Southern Journal of Philosophy, 47(S1), 129–136. https://doi.org/10.1111/j.2041-6962.2009.tb00144.x
Torres, L., & Taknint, J. T. (2015). Ethnic microaggressions, traumatic stress symptoms, and Latino depression: A moderated mediational model. Journal of Counseling Psychology, 62(3), 393–401. https://doi.org/10.1037/cou0000077
Wijeyesinghe, C., Jackson, B. W., Gallegos, p V., & Ferdman, F. M. (2012). In New Perspectives on Racial Identity Development: Integrating Emerging Frameworks (pp. 51–80). essay, New York University Press.
Yosso, T. J. (2006). Critical race counterstories along the chicana/chicano educational pipeline. Routledge, ISBN-13: 978-0415951968
Stand Alone ESJS Course Description
National Heritage and History Months
January
February
CELEBRATING BLACK HISTORY MONTH
WHO FOUNDED BLACK HISTORY MONTH?
The founder of Black History Month is African-American scholar Carter G. Woodson. “The story of Woodson's life and the founding of what was originally called Negro History Week is unfamiliar to blacks and whites alike", according to Ramon Price, chief curator of the DuSable Museum of African-American History in Chicago, where the celebration was inaugurated in 1926.
"I hear a lot of African American young people say things like, 'How come they gave us the shortest month of the year?' And I tell them that nobody gave anybody anything. Carter G. Woodson chose February because it includes the birthdays of abolitionist Frederick Douglass and President Abraham Lincoln," Price said.
Born in West Virginia in 1875, Carter Godwin Woodson seemed filled with purpose from a young age. His parents were former slaves and instilled in him the value of education—something that would inspire his life's work. The oldest of nine children, Woodson worked to help support his family, educating himself until, at age 20, he was able to enter high school, finishing in just two years. He went on to earn a degree in literature from Berea College, again finishing in two years. He was the second African American to earn a doctorate from Harvard University, Woodson's being in history.
Throughout the years, Woodson's commitment to education grew. As a teacher, principal and supervisor of schools, he saw that the history of African Americans was neglected—even absent—in curriculum. Determined to change this, Woodson committed himself to the study of the African American experience.
In perhaps his most significant effort to improve the quality of education, Woodson established Negro History Week, which evolved into Black History Month following the Black Consciousness Movement of the 1960s. Woodson sought to help African Americans rediscover a history, which had been intentionally buried by white mainstream culture. His hope was to reinvigorate the self-esteem, sense of power and hunger for justice of a long-oppressed people. Woodson wrote in The Mis-Education of the Negro: "No systematic effort toward change has been possible, for, taught the same economics, history, philosophy, literature and religion ... the Negro's mind has been brought under the control of this oppressor. ... When you control a man's thinking you do not have to worry about his actions."
A second goal in developing Negro History Week was to foster understanding between the races. Woodson believed that if whites learned of blacks' contributions to American history and humanity, this awareness would engender respect.”
For more about Carter G. Woodson read the full article at https://www.tolerance.org/magazine/the-history-behind-black-history-month
March
April
May
June/Pride
July
August
September
October
November
December
Celebrating Diverse Literature
ESJS FAQ
Learning for Justice Guides: |
Speak Up at School Pocket Guide |
Family Engagement & Resources
PARENT COMMITTEES
- Anti-Bias Anti-Racist (ABAR) Work Group
- African American Parent Council (AAPC)
- District ML Advisory Committee (DMLAC)
- LCAP
- Mucho Mas Que Miercoles (MMQM)
- Migrant Education
- Migrant PAC
- Indian Education
Anti-Bias Anti-Racist (ABAR) Work Group
African American Parent Council (AAPC)
AFRICAN AMERICAN PARENT COUNCIL (AAPC)
The African American Parent Council (AAPC) is a dedicated space for families of Black/African American students to come together to foster a sense of safety and belonging in order to increase Black student engagement in Ventura Unified.
Facilitator: Executive Director, Educational Services
Join AAPC on Zoom |
Please join us for conversation and connection.
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District ML Advisory Committee (DMLAC)
District MULTILINGUAL LEARNER Advisory Committee (DMLAC)
The District Multilingual Learner Advisory Council works together with district staff and the Board of Education to improve programs for multilingual learners, with special attention to: proficiency in English, success in academic areas, college and career readiness, community engagement, and participation in extracurricular activities.
Facilitator: Executive Director, Educational Services Join DMLAC on Zoom |
Please join us for conversation and connection. Meeting dates for 2022-23
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LCAP
Mucho Mas Que Miercoles (MMQM)
MUCHO MÁS QUE MIÉRCOLES (MMQM)
Mucho Más Que Miércoles is an affinity space for Spanish speaking families to create community, access district information and supports, network with a variety of community groups and resources, and learn about upcoming events in the district.
Facilitator: Rogelio Ramirez Join MMQM on Zoom
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This meeting is in Spanish, interpretation in Please join us for conversation and connection. Meeting dates for 2022-23
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Migrant Education
Migrant Education is a federally funded program designed to provide supplementary educational and support services to eligible migrant students.
La educación migrante es un programa financiado por el gobierno federal y está diseñado para proveer educación suplementaria y servicios de apoyo para los estudiantes elegibles.
VENTURA COUNTY OFFICE OF EDUCATION
Contact:
Maria Ponce-Montañez
Migrant Education Coordinator
805-383-9358 | MPonceMontanez@vcoe.org
Migrant PAC
Ventura County Office of Education
Migrant Education District Parent Advisory Council (RPAC)
Contact:
Maria Ponce-Montañez
Migrant Education Coordinator
805-383-9358 | MPonceMontanez@vcoe.org
Indian Education
Language Objectives
Multilingual Learners (ELPAC, Reclassification, Language Acquisition Resources)
- ELPAC
- Language Acquisition Resources - for Educators
- Language Acquisition Resources - for Students & Families
- Multilingual Learner Master Plan
- Reclassification
ELPAC
Initial ELPAC
ADDITIONAL INFORMATION FOR EDUCATORS
NEW! Individual Student Assessment Accessibility Profile (ISAAP) Tool
Using the ISAAP Tool (Video; 10;34)
ISAAP Tool User Guide
CA Assessment Accessibility Resources Matrix
ELPAC Accessibility Resources
For more information contact:
Juana Tapia Gobuyan
(805) 641-5000, ext. 1088
juana.tapiagobuyan@venturausd.org
Summative ELPAC
Estimated Testing Times:
Summative ELPAC - Form 1
Alternate Summative ELPAC
Juana Tapia Gobuyan
(805) 641-5000, ext. 1088
juana.tapiagobuyan@venturausd.org
Student Pep Talks
Language Acquisition Resources - for Educators
Language Acquisition Resources - for Students & Families
Multilingual Learner Master Plan
Reclassification
VUSD Multilingual Seal & California Seal of Biliteracy
Congratulations Class of 2023!
Apply for the VUSD Multilingual Seal and the CA State Seal of Biliteracy today!
Are you bilingual? Are you proficient in English and another World Language? If so, you can apply for the VUSD Multilingual Seal and the CA State Seal of Biliteracy.
What are the VUSD and State Seals? The VUSD Multilingual Seal and the State Seal of Biliteracy recognize high school graduating seniors who have attained a high level of proficiency in speaking, reading, and writing one or more languages in addition to English. Recipients of the seals receive gold seals on their diploma and an annotation on their transcripts. VUSD Multilingual Seal also receive a teal cord to wear at graduation.
Application preview: Multilingual Seal and California Seal of Biliteracy
Requirements
Please read the requirements below.
Who can apply? | Seniors |
What are the requirements? | Students must show proficiency in English and another world language. |
How can students show proficiency in English? | CAASPP (SBAC) score of "Standard Met" (2583), GPA in English classes OR by taking a District Assessment |
How can students show proficiency in a World Language? | GPA in VUSD World Language classes, taking the AP or SAT II Test, OR taking a District Assessment (VUSD Multilingual Seal only). |
English Learners | English Learners must pass ELPAC with a level 4. |
When can seniors apply? | Applications are due by March 3, 2023. |
If you have any questions feel free to contact Danna Lomax by email or at 805-641-5000, ext. 1085.
To-Do List
In order to apply for the VUSD Multilingual Seal and the CA State Seal of Biliteracy, please complete the following steps.
- Make a copy of the application Links to an external site., and fill it out or get a copy from your teacher or the office.
- Get teachers’ signatures (if needed) by sharing the doc with their teachers with editing rights. Each teacher should create a special font and color and “sign” the application.
- For In person submission: Download, print, and staple all supporting documents to the application.
- Students turn in the application to their World Language teacher who will give it to the World Language Department Chair, who sill check it for completion. (BHS = Melynda Atkins & Crystal Cahuantzi; ECHS = Marjorie Harper; FTHS = Alberto Ortiz; PHS = Lorena Garcia; VHS = Alejandro Hernandez Perez)
- All applications are then given to Danna Lomax in the Multilingual & Multicultural Department at the ESC.
For help, check with your World Language teacher or the World Language Department Chair, who checks it for completion. (BHS = Melynda Atkins & Crystal Cahuantzi; ECHS = Marjorie Harper; FTHS = Alberto Ortiz; PHS = Lorena Garcia; VHS = Grace Ellberg)
Frequently Asked Questions
Can I receive more than one seal if I speak multiple languages?
Yes! If you speak Arabic, for example, and took 4 years of Spanish, you can apply for seals in Spanish and Arabic.
Where can I find out more about the State Seal of Biliteracy?
For more information about the seal, visit the California Department of Education State Seal of Biliteracy information page Links to an external site..
Who can help me if I have any questions?
If you have any further questions or need assistance with your application, please do not hesitate to reach out to your World Language teacher or Ms. Danna Lomax (danna.lomax@venturausd.org or 805-641-5000, ext. 1085). We're happy to help!
Wishing you all the best, seniors! Stay strong! You're almost there! Congratulations on your upcoming graduation!
World Languages
Translation Services
Staff Translation Request
It is important to us that we communicate as effectively with parents/guardians as possible. At times this means we must translate in meetings, our written communications, on video, etc. Our translators are some of the best around but they are very busy. Staff must fill out the Translation Request Form for all translation requests.
Newcomers
Contact Us
Staff Directory
Dr. Soledad Molinar Executive Director, Educational Services |
Soledad.Molinar@venturausd.org |
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Rosa Salcido |
Rosa.Salcido@venturausd.org (805) 641-5000, ext. 1084 |
Carlos Sanchez EL Progress Monitor - Secondary |
Carlos.Sanchez@venturausd.org (805) 641-5000, ext. 1087 |
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Claudia Escobedo Esquivel EL/Dual Language TOSA - Elementary |
Claudia.EscobedoEsquivel@venturausd.org (805) 641-5000, ext. 1082 |
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Danna Lomax Multi-Tiered Systems of Support TOSA |
Danna.Lomax@venturausd.org (805) 641-5000, ext. 1085 |
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Juana Tapia Gobuyan ELPAC Language Assessment Specialist |
Juana.TapiaGobuyan@venturausd.org (805) 641-5000, ext. 1088 |
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Kathy Esber |
Kathy.Esber@venturausd.org | |
Maria Castaño District Translator |
Maria.Castano@venturausd.org (805) 641-5000, ext. 1096 |
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Maricela Aguilar EL Progress Monitor - Elementary |
Maricela.Aguilar@venturausd.org (805) 641-5000, ext. 1083 |
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Robin Freeman Academic Advisor |
Robin.Freeman@venturausd.org | |
Robin Jacobs Indian Education TOSA |
Robin.Jacobs@venturausd.org (805) 641-5000, ext. 1193 |
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Rogelio Ramirez District Translator |
Rogelio.Ramirez@venturausd.org (805) 641-5000, ext. 1095 |