Procedures Language Acquisition and Development LAD Program Staff

Procedures Language Acquisition and Development

LAD Program Staff • • Coordinator: Julia Lindberg, Ph. D. Secretary: Bertha Villaseñor (x 2366) ELL Clerk: Sandra Quezada LAD Program Specialists ▫ Elvira Seezox ▫ Kristel Foster ▫ Laura Esquivel

Session Objectives • Language Objective: ▫ Administrators will be able to: �Describe orally the required components of the SEI 4 hour model �Describe the procedures related to the services received by ELL students • Content Objective: ▫ Administrators will be able to: �Demonstrate, through discussion and written plans, the way that the four required SEI components flow together �Identify the documentation and due dates relative to placement, procedures, and monitoring for ELL students �Identify specific SEI components during classroom walkthroughs

4 -hour SEI Model Components

Elementary “Extension” to SEI Model

SEI Classroom Requirements • Use of and evidence of English Language Proficiency (ELP) standards in planning and instruction • Mixed classes ONLY with ADE authorization • Use of Individual Language Learning Plan (ILLP) ONLY according to requirements or ADE authorization

4 -Hour SEI Model (with ADE approved extension in yellow) Mixed grouping by ability level in remaining Walk-to-Read periods (Homogeneous groupings where feasible) Time Allocations 90 Minutes 30 Minute 30 minutes Oral English Conversation and Vocabulary 60 minutes Reading Mixed group— ELL/Non-ELL, FEP —grouping by ability for reading block ELPs Reading Strand Listening and Speaking Strand 60 Minutes Writing (ELL only) 60 Minutes Grammar (ELL only) Writing Strand Language Strand • Standard 1 Homogeneous group by language (ELL only) Language Strand • Standard 2 Vocabulary Standard English Conventions

Procedural Areas • Identification and Placement of ELL Students ▫ Identification flow chart ▫ Placement of students �ELL-SEI �ELL-ILLP ▫ Parental consent • SEI Program Structure ▫ Master schedules • Dual Identified ELL/Special Education students • Reassessment ▫ Reclassification ▫ ELL After Reclassification (ELL-AR) • Documentation for Individual Students ▫ ILLP ▫ Withdrawal by parent request

Identification Flow Chart

Who Does What Job?

Identification of Students • Identification flow chart • Placement of students ▫ ELL-SEI ▫ ELL-ILLP • Parental consent ▫ For continuing ELL students, by September 14, 2012 ▫ For new ELL students, within 30 days of registration • Blue Folders

Compliance Documentation • Documentation of assessment and placement ▫ Documents in chronological order, newest on top LAD Liaison AZELLA Tester Receives PHLOTE rosters and assists with scheduling of tests Receives assessments and tests students Reviews completed assessments and brings them to Liaison meetings Receives assessment results Monitors completion of documentation on a quarterly basis Files documentation of assessment and placement as it is received by the school

SEI Program Structure • Master schedules ▫ Lesson planning • Quarterly SEI Groups • Highly Qualified Teachers ▫ Elementary: Fully certified and SEI, ESL, or Bilingual endorsement ▫ Middle School: Fully certified, HQ in English or Middle School Language Arts; SEI, ESL, or Bilingual endorsement ▫ High School: Fully certified, HQ in English; SEI, ESL, or Bilingual endorsement

Dual Identified ELL/Special Education Students • IEP team, including SEI Personnel, makes individual decisions on services provided to dual identified students • Students’ range of services • Documentation: Addition to IEP

Reassessment and Reclassification • Reassessment: January 14 -February 22, 2013 • Reclassification: ▫ Reclassification form in blue folder ▫ Form letter home to students ▫ Monitoring for 2 years • ELL After Reclassification (ELL-AR) ▫ Letter home to parents, must be returned with parental choice

Monitoring Reclassified Students • End of 1 st and 3 rd Quarters • List and forms provided to LAD Liaison by LAD Department • Monitoring form includes: ▫ Assessment data ▫ Classroom performance ▫ Instructional plan (form A)

Individual Language Learning Plan • 20 ELL students or fewer in a 3 grade-level span • Initial Plan signed by parent and team members by September 3, 2012 • Quarterly review of plan and summary

Withdrawal by Parent Request • Parent requests removal from the SEI program • School informs the LAD Department ▫ Sets an appointment with the parent, including the LAD Liaison and/or personnel from the LAD Department • LAD Department pulls together data, including: ▫ historical AZELLA testing ▫ AIMS/Stanford 10 ▫ Benchmark data • If all are in agreement, LAD Dept. provides the school with the withdrawal form • School completes withdrawal form and sends a copy to LAD • LAD Staff removes ELL-SEI flag and initiates ELLWD flag

Review • Procedures for Identification • Procedures for Placement • Monitoring program elements • Reassessment • Individualized programming ▫ Special Education ▫ Withdrawal from program