English Language Learners
Identification of EL Students
Upon enrollment, all parents must complete a Primary Home Language Other Than English (PHLOTE) form to identify a student's primary language. If any of the three questions on the form are answered with any language other than English, the student must be assessed using the state-approved English language proficiency assessment (AZELLA). The Arizona English Language Learner Assessment (AZELLA) is administered in english to determine the students proficiency level of the English language. If the results of the assessment indicate less than Proficient, then he or she qualifies for English Language Learner (ELL) services.
All English Language Learners are reassessed with the AZELLA annually, during the spring testing window which is usually February through late March. Upon AZELLA reassessment, student results will determine eligibility of english language services for the following year. Students whose results show less than Proficient will qualify for services. English Language Services will continue to be provided and students reassessed each spring until the student reaches Proficiency. When a student scores “Proficient” on the AZELLA, he or she has attained the English language proficiency level necessary to be exited from the EL Program. Parents will receive a reclassification letter notifying you that your student is proficient and has exited the EL Program. The student will be monitored for two years upon exiting the EL Program to ensure continued academic success.
Vision and Mission
The Vision of the Liberty Elementary School District is “Cultivating Curious, Confident, Problem Solvers Prepared for Tomorrow.” To support English Language Learners, asset-based behaviors and expectations will be implemented to provide opportunities that leverage the rich linguistic resources and cultural knowledge that ELLs bring to the school environment. All district staff will collaborate to support the development of student agency. Through engaging and challenging learning environments LESD will prepare all students for success in high school and beyond to achieve individual accomplishment, personal leadership, and contribution to their community.
English Language Learner Instruction
Liberty Elementary School District will implement a comprehensive program of ELD (English Language Development) instruction for ELLs that provides access to grade level academic standards and development of English Language Proficiency.
All school teachers working with English language learners delivering required minutes of the SEI (Structured English Immersion) models are required to have an ESL, BIL, or SEI Endorsement. This teacher may be referred to as an EL Teacher (English Language Teacher) or ELD Specialist (English Language Specialist).
ELD is described as the teaching of English language skills to students who are in the process of learning English. It is distinguished from other types of instruction, (e.g., math, science, or social studies), in that the content of ELD emphasizes the English language itself. A comprehensive ELD program includes integrated ELD and targeted ELD.
ELD comprises a comprehensive instructional program that includes both high-quality Integrated ELD AND Targeted ELD. Integrated ELD: All teachers with ELs in their classrooms (including ELA, math, science, and social studies teachers) share the responsibility for designing instruction that uses content standards and English Language Proficiency Standards to integrate content learning with English language acquisition strategies and supports. Targeted ELD: Explicit language instruction, driven by proficiency level and ELP Standards, that intentionally develops students’ English language skills, knowledge, and abilities to support content learning in English.
The Liberty Elementary School District will provide the following two research-based SEI Models as approved by the State Board of Education:
Pull Out Model
Integrated Instruction requires that in grades K - 5, ELLs receive at least 60 minutes per day/300 minutes per week. In grades 6 - 8, ELLs will receive at least 50 minutes per day/250 minutes per week of language instruction within the integrated classroom setting to include non-ELs.
Targeted Instruction requires master schedules include 60 minutes per day/300 minutes per week for grades K - 5. For grades 6 - 8, 50 minutes per day/250 minutes per week. (Targeted Instruction can happen within the classroom setting as a small group of only ELs or may be pulled out of the classroom for a small group instruction of only ELs).
50/50 Dual Language Immersion Model
This model requires that the DLI program include 50% of content (i.e., math, science and/or social studies) instruction in English. The distribution of this instruction relative to the partner language and across the school day, week, unit, or year may be determined by how the site allocates English and the partner language across units of instruction.
Integrated Instruction requires that grade-level/content area teachers provide at least 90 minutes per day/450 minutes per week for grades K - 5 or 75 minutes per day/375 minutes per week for grades 6 - 8 within the integrated classroom setting to include non-ELs. These minutes do not have to be grouped consecutively or taught by the same teacher, but rather can be distributed throughout the day or week and throughout content areas as determined by the site.
Targeted Instruction requires that master schedules include 30 minutes per day/150 minutes per week for grades K - 5 and 25 minutes per day/125 minutes per week for grades 6 - 8. (Targeted Instruction can happen within the classroom setting as a small group of only ELs or may be pulled out of the classroom for a small group instruction of only ELs).
The Liberty Elementary School District will use AZELLA, state assessments, district assessments, diagnostic tools, formative assessment practices, and summative assessments to measure progress of English learner (EL) students’ language and content knowledge to inform instruction. EL teachers, content teachers, grade level team members, reading specialists, site EL Leads and site leaders will collaborate to support the progress of english language proficiency and academic content knowledge. With regular assessment, monitoring, feedback, and educator guidance, EL students will have opportunities to set their own goals and learn how to measure and evaluate their progress towards those goals.
Arizona has a law for students who are not proficient in English, also known as English Language Learners (ELL). A program has been designed to accelerate english language acquisition and help students learn English. This program is called Structured English Immersion (SEI). SEI is a program designed to help students learn English, in a time period not normally intended to exceed one year. The expectation is that a focused, targeted instructional approach of highly engaging, evidence-based explicit English language acquisition instruction, will produce dramatically improved results for our English language learners.
Students will improve English language at an accelerated pace
Students will receive support with language throughout academic content areas
Students will learn the English required to engage in academic class work
Students will receive allocated customized language instruction daily from teachers who are trained to teach English Language Development
English Language Proficiency Standards