Devon Adams' final EDP 220 presentation for the Arizona SEI requirements.

1. Welcome to the district’s ELD
program
Bienvenidos!

2. Our Program
• The English Language Development (ELD)
program is designed to help your child succeed by
developing his or her
– WriAng skills ‐‐ Listening skills
– Reading skills ‐‐ Speaking skills
– Vocabulary skills ‐‐ Grammar Skills
• The ELD program helps students learn English as
quickly as possible
• The program is in compliance with ProposiAon
203 regulaAons and all instrucAon is in English.

3. Program Goals
• Listening/Speaking: the learner will understand
and communicate in English
• Reading: the learner will understand wriPen
English
• WriAng: the learner will communicate using
English in the wriPen form
• Vocabulary: the learner will understand English
vocabulary and use it in correct context
• Grammar: the learner will use correct word usage
in English

4. IdenAficaAon
• If a language other than English
is the primary language spoke in
the student’s home, please mark
that correctly on the district
enrollment form and the Home
Language Survey.
• Students will be evaluated to
determine his or her level of
English proficiency.
• Students in grades K‐12 are Students are idenAfied through
evaluated in listening, speaking, the Primary Home Language
reading and wriAng Other than English (PHLOTE)
competencies. form that all parents fill out
upon registraAon.

5. Assessment
• The results of your child’s assessment on the
state assessment tool, the Arizona English
Language Learner Assessment (AZELLA), are
used to determine whether the child would
benefit from services provided through the
district’s ELD program.
• A parent noAficaAon and consent form will be
sent home with students who qualify.

6. Placement
• Once the noAficaAon and consent form are
signed, the student is placed in the ELL
Program.

7. Transcripts
• When new students arrive in
the USA, the counselor & ELL • he determinaAon
T
includes seat Ame &
instructor evaluates prior standard alignment
(this can be a
records to determine which limitaAon to
accepted courses).
courses transfer. • arents and the
P
student are involved
in this process, and
typically the
mulAlingual ELL
instructor translates.

8. InternaAonal Students
• If transcripts are
unavailable, several
variables are addressed
but typically the student
will be placed in ELL
courses for 4 periods a day.
• The other two classes
include Math and another
required course.

9. Course Work
• Our district has a “lib lab” where students
make‐up missing credits. This is an aber
school program.
• Another opAon to make
up credits is summer school
offered at various locaAons
in our district.

10. Upper Level
Course Work
• Juniors and Senior level
students in 2nd or
subsequent years of ELL
services can be excused from
2 of the 4 hours of ELL
coursework.
– Pre‐reqs include graduaAon
track and successful AIMS
scores.

11. College Bound!
• Freshman entrance: 4 hours of ELL block. Math &
PE. World History during summer school.
• Sophomore year: 4 hours of ELL Block. Math &
Science. America History during summer school.
• Junior year: If student tests proficient at the end
of Year 2, student enrolls in: Math, English,
Science, Health and elecAves.
• Senior year: Required coursework include English,
Economics, Math, Science and Government to
enroll in AZ universiAes.

12. Family Involvement
• Four Ames a year, progress
reports and report cards will
be mailed to parents
• Parents who have quesAons
about what they can do at
home to help their child
succeed should contact the
classroom teacher

13. Family Involvement
• ELL Family Night is a program night when families
can meet with administraAon, the ELL instructor,
and other students and families in the program.
– ConnecAons are made
with students from similar
cultural backgrounds and
languages that may not
occur in the educaAonal
seing.

14. Family Involvement
Foreign Language Fair
• Each spring the school has a FL
Carnival that embraces the various
cultures that represent the
students at the school.
• For a week up to the event,
students share music and language
from their home countries.
• he day of the event the families are invited to join in the
T
celebraAon for several hours aber school.
• arents are encouraged to share foods, cultures, and set up
P
tables for the fair.

15. Prop 300
• Prop 300 succeeds in 10 out of 11 cases.
• Occasionally students do fall through the class,
drop out and we fail them.
• The impact on educaAon is that counselors
and the ELL instructor have less flexibility in
terms of scheduling.
– They who know the student best someAmes
cannot intervene.

16. Prop 300
The Clerical Police
• Prop 300 makes counselors
and school staff the clerical
police based on the
informaAon gathered
during the registraAon
process at schools in
Arizona.

17. Prop 300
• A posiAve impact for this proposiAon is that
there’s more Ame on task learning for English
language in the school.

18. Scholarship OpportuniAes
• AIMS Scholarship: Excel in all areas of AIMS
and have no less than a B in any academic
course to be awarded in state university
tuiAon for eight semesters.
• First in My Family Scholarship Program:
Maintain a 3.0 GPA, be the first person in your
family to aPend college, and be a Hispanic
American (legal ciAzen or permanent resident)
with financial needs.

19. ReflecAon
• I am familiar now with the programs
in place in my district.
• Through interviews with administraAon, ELL
instructors and district personnel I am able to
have a bePer grasp on the support afforded to
our ELL students at the school.

20. ReflecAon
• Through this course, the research I
did, the people with whom I spoke,
the private commentary showed
me the inner workings of the
controversies and sAgma dealing
with ELL in our border state.
• Through these private
conversaAons, I feel as if I am a
stronger advocate for these
children now in our classrooms.

21. ReflecAon
• I’ve always been interested in mulA‐minority
students (typically GLBT, Gibed, etc…) but
through this work and my interviews with
illegal immigrants (brought here as small
children), I have discovered my iniAal
impressions of ELL was misfounded and I
really need to reflect on my formerly ignorant‐
stereotypical perspecAve of some of our
students.

22. Devon Christopher Adams
www.dcamd.com