1. Nuts and Bolts: The Components of the Arizona SEI Program Model http://www.ade.state.az.us/asd/lep/ http://www.ade.state.az.us/asd/lep/ Created by Arizona Department of Education: Office of English Language Acquisition Services

2. 11/01/07ADE ~ OELAS2 Outcome of Model development process Structure ClassroomsPolicy Principles Key Principles English is fundamental to content mastery Time on task increases academic progression Key Policies 4 hours of ELD Language ability based grouping Instruction & materials in English 1-year to proficiency Classroom Practices SEI classes taught in English Materials aligned to standards & DSI Key Structure Entry & exit based on AZELLA Class size standards Grouping by proficiency then grade Time allocations based on standards

3. 11/01/07ADE ~ OELAS3 Misconception Any classroom with an SEI endorsed teacher is an “SEI classroom”

4. 11/01/07ADE ~ OELAS4 SEI Classroom v. Mainstream Classroom Permeable Membrane Entry and exit is based on AZELLA Entry and exit is based on AZELLA SEI Classroom AZELLA LEVELS Pre-Emergent Emergent Basic Intermediate Mainstream Classroom Native English Speakers FEP “Proficient” on AZELLA

5. 11/01/07ADE ~ OELAS5 SEI Classroom ELL students remain in SEI classrooms until they reach “proficient” on the AZELLA. The purpose of the SEI classroom is to provide four (4) hours of daily ELD instruction. (SEI Models of the Arizona English Language Learner Task Force: Definitions: “Structured English Immersion Classroom,” June 15, 2007)

6. 11/01/07ADE ~ OELAS6 From Policy to Practice Policy A.R.S. 15-751 to 755 Foundational Principles Program Models AZELLA Academic Standards ELL Proficiency Standards SEI Discrete Skills Inventory Teachers / Students ALIGNED TOGETHER

7. 11/01/07ADE ~ OELAS7 Alignment An ELL student has a direct path to the academic standards by moving through the English Language Proficiency Standards as measured by AZELLA.

8. 11/01/07ADE ~ OELAS8 One (1) Year to Proficiency Task Force charged to produce models that will lead to proficiency in one (1) year Demands PRESCRIPTIVE models Demands PRESCRIPTIVE models Prescriptive curriculum developed in DSI Prescriptive curriculum developed in DSI Prescriptive time allocations Prescriptive time allocations Prescriptive class content Prescriptive class content Prescriptive training Prescriptive training

9. 11/01/07ADE ~ OELAS9 Time Allocations Scheduling and time allocations for four (4) hours of ELD based on the English Language Proficiency (ELP) Standards Oral English and conversation Oral English and conversation Reading Reading Vocabulary Vocabulary Writing Writing Grammar Grammar

10. 11/01/07ADE ~ OELAS10 Time Allocations There are 2 exceptions to the four (4) hours Kindergarten ½ day “For kindergarten classes operating on a half-day basis, the time allocations are proportionately reduced.” (SEI Models of the Arizona English Language Learner Task Force, September 15, 2007) Middle School/High School “In their second or subsequent years as an ELL, such students who have scored proficient on the… reading subtest of AZELLA may be excused from the one reading subtest of AZELLA may be excused from the one hour ‘Academic English Reading’ class. hour ‘Academic English Reading’ class. …writing subtest of AZELLA may be excused from the one …writing subtest of AZELLA may be excused from the one hour ‘Academic English Writing and Grammar’ class.” hour ‘Academic English Writing and Grammar’ class.” (SEI Models of the Arizona English Language Learner Task Force, September 15, 2007) (SEI Models of the Arizona English Language Learner Task Force, September 15, 2007)

11. 11/01/07ADE ~ OELAS11 Students Testing at AZELLA Pre-Emergent and Emergent Conversation 45 min. Grammar 60 min. Reading 60 min. Vocabulary 60 min. Pre-Writing 15 min. Students Testing at AZELLA Basic Students Testing at AZELLA Intermediate Conversation 30 min. Conversation 15 min. Grammar 60 min. Grammar 60 min. Reading 60 min. Reading 60 min. Vocabulary 60 min. Vocabulary 60 min. Writing 30 min. Writing 45 min. Time Allocations for Elementary School Levels 10% flexibility

12. 11/01/07ADE ~ OELAS12 Students Testing at AZELLA Pre-Emergent Conversational English and Academic Vocabulary 60 min. English Reading 60 min. English Writing 60 min. English Grammar 60 min. Students Testing at AZELLA Basic Students Testing at AZELLA Intermediate Academic Oral English and Vocabulary 60 min. English Language Arts (SEI) 60 min. English Reading 60 min. English Language Arts (SEI) 60 min. English Writing 60 min. Academic English Reading 60 min. English Grammar 60 min. Academic English Writing and Grammar 60 min. Time Allocations for Middle School and High School Levels 20 hours per week / 10% flexibility Students Testing at AZELLA Emergent Conversational English and Academic Vocabulary 60 min. English Reading 60 min. English Writing 60 min. English Grammar 60 min.

13. 11/01/07ADE ~ OELAS13 Language Ability Based Grouping Primary determinant of grouping is proficiency level “ Kindergarten students shall be grouped “ Kindergarten students shall be grouped separately from students in other grades.” separately from students in other grades.” (SEI Models of the Arizona English Language Learner Task Force, June 15, 2007) (SEI Models of the Arizona English Language Learner Task Force, June 15, 2007) In Elementary Schools In Elementary Schools A. Overall proficiency level within grade A. Overall proficiency level within grade B. Overall proficiency level band within grade B. Overall proficiency level band within grade C. Overall proficiency level band within grade C. Overall proficiency level band within grade band band

14. 11/01/07ADE ~ OELAS14 Language Ability Based Grouping In Middle/Junior High and High Schools In Middle/Junior High and High Schools proficiency level is prioritized proficiency level is prioritized A. Proficiency sub-level within grade A. Proficiency sub-level within grade B. Proficiency sub-level within grade band C. Overall proficiency level within grade C. Overall proficiency level within grade D. Overall proficiency level band within grade D. Overall proficiency level band within grade E. Overall proficiency level band within grade band E. Overall proficiency level band within grade band

15. 11/01/07ADE ~ OELAS15 Language Ability Based Grouping Larger population of ELL students IntermediateBasic Pre- Emergent Emergent Intermediate and Basic can be combined Basic and Emergent can be combined Emergent shall be combined with Pre- Emergent Intermediate alone Basic alone Emergent alone Pre-Emergent alone

16. 11/01/07ADE ~ OELAS16 Elementary Sample 93-28 (1 section)=65 93-28 (1 section)=65 65-28 (1 section)=37 65-28 (1 section)=37 37-28 (1 section)=9 37-28 (1 section)=9 70 + 9 = 79 70 + 9 = 79 79-28 (1 section)=51 79-28 (1 section)=51 51-28 (1 section)=23 51-28 (1 section)=23 5 + 23 = 28 5 + 23 = 28 28-23 (1 section)=5 28-23 (1 section)=5 14 + 5 = 19 14 + 5 = 19 19 (1 section) 19 (1 section) Pre-Emergent (20 - 23/class) 14 students Emergent (20 - 23/class) 5 students Basic (25 - 28/class) 70 students Intermediate (25 - 28 class) 93 students Total of 7 sections of ELD

17. 11/01/07ADE ~ OELAS17 Staffing Sample Grade X has 300 students with 12 FTE teachers. Of these 300 students, 182 are identified as non-English identified as non-English proficient ELL students and 118 proficient ELL students and 118 students are English proficient. students are English proficient. 4 FTE teachers are required for the English proficient students. English proficient students. 7 ELD teachers are required for the non-English proficient students. non-English proficient students. A total of 11 teachers are required. 0 incremental ELD teachers are required. Grade X has 300 students with 10 FTE teachers. Of these 300 students, 182 are identified as non-English identified as non-English proficient ELL students and 118 proficient ELL students and 118 students are English proficient. students are English proficient. 4 FTE teachers are required for the English proficient students. English proficient students. 7 ELD teachers are required for the non-English proficient students. non-English proficient students. A total of 11 teachers are required. 1 incremental ELD teacher is required. required.

18. 11/01/07ADE ~ OELAS18 High School Sample 331-28 (*11 times)=23 331-28 (*11 times)=23 (11 sections) (11 sections) 88 + 23 = 111 88 + 23 = 111 111-28 (*3 times)=27 111-28 (*3 times)=27 (3 sections) (3 sections) 27-27 (1 section)=0 (class size is 25-28) 27-27 (1 section)=0 (class size is 25-28) 34-23 (1 section)=11 34-23 (1 section)=11 3 + 11 = 14 3 + 11 = 14 14 (1 section) 14 (1 section) Pre-Emergent (20 - 23/class) 3 students Emergent (20 - 23/class) 34 students Basic (25 - 28/class) 88 students Intermediate (25 - 28 class) 331 students Total of 17 sections of ELD

19. 11/01/07ADE ~ OELAS19 Target Class Size Pre-Emergent and Emergent is 20 Pre-Emergent and Emergent is 20 Basic and Intermediate is 25 Basic and Intermediate is 25

20. 11/01/07ADE ~ OELAS20 Teacher Qualifications Teacher qualification requirements Teacher qualification requirements Standard Elementary or Standard Secondary Standard Elementary or Standard Secondary Teaching Certificate Teaching Certificate Middle School – Language Arts Middle School – Language Arts High School - English High School - English Endorsements: Endorsements: ESL or ESL or Bilingual or Bilingual or SEI SEI Highly qualified Highly qualified Models require training in SEI Models & DSI Models require training in SEI Models & DSI

21. 11/01/07ADE ~ OELAS21 Model Components Instruction and materials in English Instruction and materials in English AZELLA entry and exit AZELLA entry and exit Four (4) hours of ELD driven by English Language Four (4) hours of ELD driven by English Language Proficiency (ELP) standards and the DSI Proficiency (ELP) standards and the DSI Language ability based grouping Language ability based grouping Certified and trained teachers Certified and trained teachers Class size Class size Instructional time allocations driven by the ELP Instructional time allocations driven by the ELP standards standards One (1) year exit One (1) year exit Training Training

22. 11/01/07ADE ~ OELAS22 What are the SEI Program Models? Structured English Immersion (SEI) Program Models are: M – Methods M – Methods O – Of O – Of D – Developing D – Developing E – English E – English L – Language L – Language S – Skills S – Skills to ensure an English language learner’s progress and academic success in the classroom.

23. 11/01/07ADE ~ OELAS23 SEI Program Models HIGH ELL INCIDENCE (above 46) Placement by prescribed AZELLA proficiency level: single grade level MEDIUM ELL INCIDENCE (≈ above46) Placement by prescribed AZELLA proficiency level: single grade level LOW ELL INCIDENCE (≈ 17-46) Placement by prescribed AZELLA proficiency level: multiple grade combined SUPER LOW ELL INCIDENCE (1-16) Placement by prescribed AZELLA proficiency level: multiple grade combined or ILLP Pre-Emergent Emergent BasicIntermediate Proficient and English Only Basic / Intermediate Proficient English Only Pre-Emergent Emergent Pre-Emergent Emergent Basic Intermediate Pre-Emergent Emergent Basic Intermediate Proficient and English Only Proficient and English Only Proficient and English Only Proficient and English Only Proficient and English Only Proficient and English Only Proficient and English Only Proficient and English Only Proficient English Only Proficient English Only Proficient English Only Number of students by proficiency level drives the grouping

24. 11/01/07ADE ~ OELAS24 Individual Language Learner Plan (ILLP) SCHOOLS with 16 or fewer ELL students SCHOOLS with 16 or fewer ELL students may provide instruction through the may provide instruction through the development of Individual Language development of Individual Language Learner Plans (ILLPs) created for each Learner Plans (ILLPs) created for each ELL student ELL student Must meet scheduling and time Must meet scheduling and time allocations as required by the models allocations as required by the models

25. 11/01/07ADE ~ OELAS25 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)

26. 11/01/07ADE ~ OELAS26 Thank You!