1. Nuts & Bolts Structured English Immersion Models Round #1 Created by Arizona Department of Education: Office of English Language Acquisition Services

2. 11/01/07ADE ~ OELAS2 Welcome This PowerPoint was created by the Office of English Language Acquisition Services (OLEA) at the Arizona Department of Education. You will view it in three parts weeks 2-4. Part 1: The History of the Law Part 1: The History of the Law Part 2: Arizona SEI Program Model Part 2: Arizona SEI Program Model Part 3: English Language Development Part 3: English Language Development

3. 11/01/07ADE ~ OELAS3 Our Mission We are here to ensure academic excellence for all students.

4. 11/01/07ADE ~ OELAS4 Goal Explain the new law that went into effect on September 21, 2006 that will substantially change the way ELL students are educated in Arizona.

5. 11/01/07ADE ~ OELAS5 Objectives History of the law History of the law Model development process Model development process Components of the models Components of the models English Language Development English Language Development Compliance with the law Compliance with the law SEI Incremental Cost Budget Form SEI Incremental Cost Budget Form

6. 11/01/07ADE ~ OELAS6 Classroom Observations Some teachers are not fluent in English Some ELL students are unable to comprehend classroom activities Some ELL students in high school are failing content classes because they are not proficient in English Some ELL students are being improperly placed in bilingual classrooms

7. 11/01/07ADE ~ OELAS7 Classroom Observations At some schools the only ELD provided is by paraprofessionals Some teachers don't know which of their students are classified as English Language Learners or their English language proficiency level On average, only 12% of ELL students become proficient each year

8. 11/01/07ADE ~ OELAS8 ELD Survey in Arizona 30-60 minutes of ELD is the norm in Arizona ELL Program Survey, February 2007 Presentations to the Task Force

9. What is the history of the law?

10. 11/01/07ADE ~ OELAS10 Lau v. Nichols (1974) U.S. Supreme Court A class action suit filed on behalf of non-English speaking students of Chinese ancestry in the San Francisco school system

11. 11/01/07ADE ~ OELAS11 Lau v. Nichols (1974) Ruling: A unanimous decision based on § 601 of the Civil Rights Act of 1964, declared “…there is no equality of treatment merely by providing students with the same facilities, textbooks, teachers, and curriculum; for students who do not understand English are effectively foreclosed from any meaningful education”

12. 11/01/07ADE ~ OELAS12 Lau v. Nichols (1974) “Basic English skills are at the very core of what public schools teach. Imposition of a requirement that, before a child can effectively participate in the educational program, he must already have acquired those basic skills is to make a mockery of public education. We know that those who do not understand English are certain to find their classroom experiences wholly incomprehensible and in no way meaningful.” English language acquisition gives students an equitable competitive edge in their future. (i.e. college, business)

13. 11/01/07ADE ~ OELAS13 Lau v. Nichols (1974) Districts “must take affirmative steps to Districts “must take affirmative steps to rectify the language deficiency in order rectify the language deficiency in order to open its instructional program to to open its instructional program to these students” these students” “No specific remedy is urged” “No specific remedy is urged”

14. 11/01/07ADE ~ OELAS14 Castañeda v. Pickard (1981) U.S. Court of Appeals, Fifth Circuit Parents of Mexican-American children in Texas charged the Raymondville Independent School District with instructional practices that violated their children’s rights

15. 11/01/07ADE ~ OELAS15 Castañeda v. Pickard (1981) Ruling: The grouping of children on the basis of language for a language remediation program is “an unobjectionable practice”

16. 11/01/07ADE ~ OELAS16 Castañeda v. Pickard (1981) "Thus, as a general rule, school systems are free to employ ability grouping, even when such a policy has a segregative effect, so long, of course, as such a practice is genuinely motivated by educational concerns and not discriminatory motives."

17. 11/01/07ADE ~ OELAS17 Castañeda v. Pickard (1981) Formulated a Three-Prong Federal Test to determine district compliance with the Equal Education Opportunity Act (1974 Amendments) Compliance requires the satisfaction of three criteria: 1. Program based on sound educational theory 2. Implement the program with the instructional practices, resources and personnel 3. Must not persist in a program that fails to produce results

18. 11/01/07ADE ~ OELAS18 Castañeda v. Pickard (1981) Stated that the EEOA “... § 1703(f) leaves schools free to determine the sequence and manner in which limited English speaking students tackle this dual challenge so long as the schools design programs which are reasonably calculated to enable these students to attain parity of participation in the standard instructional program within a reasonable length of time after they enter the school system”

19. 11/01/07ADE ~ OELAS19 Castañeda v. Pickard (1981) Described 2 options for teaching ELL students Sequential 1.) Teach English 2.) Teach content Allowed for language ability based grouping Allowed for language ability based groupingSimultaneous Teach English and content conjointly

20. 11/01/07ADE ~ OELAS20 Flores v. Arizona (1992) Arizona District Court A lawsuit was filed in Nogales, AZ alleging a violation of the Equal Education Opportunity Act (1974 Amendments) Final ruling is still pending

21. 11/01/07ADE ~ OELAS21 Flores v. AZ (August 2000) Consent Order Standardize methods of identifying LEP students Standardize methods of identifying LEP students Arizona’s current assessment  AZELLA  Arizona’s current assessment  AZELLA  Establish uniform performance standards for Establish uniform performance standards for English proficiency English proficiency Alignment of curriculum with standards Alignment of curriculum with standards Establish criteria for individual learning plans Establish criteria for individual learning plans Compensatory Instruction Compensatory Instruction ADE monitoring and compliance ADE monitoring and compliance

22. 11/01/07ADE ~ OELAS22 Proposition 203 (November 2000) Repealed existing English language education Repealed existing English language education statutes and enacted a new law that requires statutes and enacted a new law that requires schools to teach English through Structured schools to teach English through Structured English Immersion (SEI) English Immersion (SEI) “... resolved that all children in Arizona public “... resolved that all children in Arizona public schools shall be taught English as rapidly and schools shall be taught English as rapidly and effectively as possible” effectively as possible” Allowed for language ability based grouping of Allowed for language ability based grouping of students students

23. 11/01/07ADE ~ OELAS23 Proposition 203 (November 2000) “All children in Arizona public schools shall be “All children in Arizona public schools shall be taught English by being taught in English and taught English by being taught in English and all children shall be placed in English language all children shall be placed in English language classrooms” classrooms” All instructional materials and instruction in All instructional materials and instruction in English English “Not normally intended to exceed one year” “Not normally intended to exceed one year”

24. 11/01/07ADE ~ OELAS24 House Bill 2064 September 21, 2006 The ELL legislation consolidated and expanded state laws.

25. 11/01/07ADE ~ OELAS25 ELL Task Force Nine Members Nine Members 3 by Superintendent of Public Instruction 3 by Superintendent of Public Instruction 2 by Governor 2 by Governor 2 by President of the Senate 2 by President of the Senate 2 by Speaker of the House of 2 by Speaker of the House of Representatives Representatives Four-year term Four-year term

26. 11/01/07ADE ~ OELAS26 House Bill 2064 Elements: Add the results of [AZELLA] to AZLEARNS profile (A.R.S. §15-241) Requires the Superintendent to establish a process to assess English proficiency (A.R.S. §15-756) ELL Task Force creates SEI Models (A.R.S. §15-756.01) SEI Models adopted September 13, 2007 Annual review and modification of models (A.R.S. §15-756.01) Requires annual [AZELLA] (re)assessment (A.R.S. §15-756.05, §15-756.06)

27. 11/01/07ADE ~ OELAS27 House Bill 2064 Elements: Created the Office of English Language Acquisition Services (OELAS) (A.R.S. §15-756.07) Requires compliance and monitoring of all aspects of the Federal and State laws including the SEI Models (A.R.S. §15-756.08) SEI endorsement for AZ teachers (A.R.S. §15-756.09) Requires accountability reporting by ADE and LEAs (A.R.S. §15-756.10)

28. 11/01/07ADE ~ OELAS28 House Bill 2064 Funding: July 1, 2007 the two (2) year funding clock started (A.R.S. §15-756.04, 15-943) SEI Incremental Cost Budget Request (A.R.S. §15-756.03, §15-756.04) Increases the support level weight for ELL students (conditional upon judge’s order) (A.R.S. §15-943, Sec. 15) Compensatory Instruction funding (A.R.S. §15-756.11)

29. 11/01/07ADE ~ OELAS29 House Bill 2064 Parties that have stated responsibilities in the law Legislature HB 2064 Auditor General AZ State Board of Education ELL Task Force OELAS Districts & Charters

30. What was the process?

31. 11/01/07ADE ~ OELAS31 Model Development Process Structure ClassroomsPolicy Principles

32. 11/01/07ADE ~ OELAS32 Model Development Process The Task Force took testimony of over one hundred-thirty (130) presentations and speakers over the course of a year, including: AZ educators AZ educators Representatives from institutes of higher Representatives from institutes of higher learning learning Practitioners Practitioners Specialists Specialists

33. 11/01/07ADE ~ OELAS33 Policy Elements taken from the law Schools must teach English (A.R.S. §15-752) Schools must teach English (A.R.S. §15-752) Materials and instruction in English Materials and instruction in English (A.R.S. §15-752) (A.R.S. §15-752) ELL students may be grouped ELL students may be grouped together by proficiency in a together by proficiency in a Structured English Immersion (SEI) Structured English Immersion (SEI) classroom (A.R.S. §15-752) classroom (A.R.S. §15-752)

34. 11/01/07ADE ~ OELAS34 Policy Elements taken from the law Goal is for ELL students to become Goal is for ELL students to become fluent English proficient in a period “not fluent English proficient in a period “not normally intended to exceed one year” normally intended to exceed one year” (A.R.S. §15-756.01 C) (A.R.S. §15-756.01 C) Cost efficient, research based models Cost efficient, research based models that meet all State and Federal laws that meet all State and Federal laws (A.R.S. §15-756.01 D) (A.R.S. §15-756.01 D)

35. 11/01/07ADE ~ OELAS35 Policy Elements taken from the law Minimum four (4) hours per day for first Minimum four (4) hours per day for first year ELL students (A.R.S. §15-756.01 C) year ELL students (A.R.S. §15-756.01 C) “The task force shall identify the minimum “The task force shall identify the minimum amount of English language development per amount of English language development per day for all models.” (A.R.S. §15-756.01 C) day for all models.” (A.R.S. §15-756.01 C) “A pupil who has attained English “A pupil who has attained English proficiency…shall be transferred to English proficiency…shall be transferred to English language mainstream classrooms.” (A.R.S. §15-756.05 C) language mainstream classrooms.” (A.R.S. §15-756.05 C)

36. 11/01/07ADE ~ OELAS36 Goals of Models Clear Direction for Teachers Clear Direction for Teachers Achievable Targets Achievable Targets Student Progression to Proficiency Student Progression to Proficiency

37. 11/01/07ADE ~ OELAS37 Research Based Models The Task Force reviewed numerous school The Task Force reviewed numerous school programs, none of which met all the legal programs, none of which met all the legal criteria required of the models criteria required of the models Therefore, the Task Force identified critical Therefore, the Task Force identified critical research based components on which to build the research based components on which to build the models models

38. 11/01/07ADE ~ OELAS38 Principles English is fundamental to content area English is fundamental to content area mastery mastery Language ability based grouping Language ability based grouping facilitates rapid language learning facilitates rapid language learning Time on task increases academic learning Time on task increases academic learning Discrete language skills approach facilitates Discrete language skills approach facilitates English language learning English language learning

39. 11/01/07ADE ~ OELAS39 Contact Information Kelt.Cooper@azed.govKelt.Cooper@azed.gov (602) 364-1722 Kelt.Cooper@azed.gov Leann.Gilbreath@azed.govLeann.Gilbreath@azed.gov (602) 364-1694 Leann.Gilbreath@azed.gov John.Stollar@azed.govJohn.Stollar@azed.gov (602) 364-1955 John.Stollar@azed.gov Patty Hardy (ADE - Highly Qualified) Patty.Hardy@azed.govPatty.Hardy@azed.gov (602) 542-3626 Patty.Hardy@azed.gov Barbara Dillard (Harcourt – AZELLA) Barbara.Dillard@Harcourt.com (1-800-800-8305 ext. 5645)

40. 11/01/07ADE ~ OELAS40 Thank You!