2011-2012

English Language Development Plan

July 25, 2011

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The Riverside Elementary School District is committed to the education of all its students, and strives to assist

English Language Learners in their quest to achieve both socially and academically. This plan will follow the

Structured English Immersion Model(s) of as mandated by the Arizona Department of Education’s English

Language Learners Task Force. The following information explains how the model will be implemented in

Riverside Elementary School District #2.

Definitions

For Structured English Immersion Models,

The acronym “AZELLA” stands for Arizona English Language Learner Assessment. The AZELLA is used to

determine the English language proficiency of Arizona K-12 students whose primary home language is other than

English. AZELLA results include a composite proficiency level score, which is a composite of all of the subtest

scores, and also separate subtest scores, i.e., Listening, Speaking, Reading, and Total Writing (Writing Conventions

and Writing combined). The AZELLA also includes an oral language score, which combines listening and speaking

subtest scores, and a comprehension score, which combines listening and reading subtest scores. Sub-level scores

for grouping purposes are Oral Language, Reading, and Total Writing.

The acronym “ELD” stands for English Language Development. This means that English language skills are taught

to students who are in the process of learning the English language. It is distinguished from other types of

instruction, e.g., math, science, or social science, in that the content of ELD emphasizes the English language itself.

ELD instruction focuses on phonology (pronunciation – the sound system of a language), morphology (the internal

structure and forms of words), syntax (English word order rules), lexicon (vocabulary), and semantics (the meaning,

or an interpretation of a word, sentence or language form).

“Hour” (for purpose of 4 hours of ELD instruction) means a normal classroom period structured to facilitate class

scheduling on an hourly cycle, such as 55 minutes of class time and 5 minutes of transit time.

“Discrete Skills Inventory” means the specific teaching/learning objectives derived from the Arizona K-12 English

Language Learner Proficiency Standards approved by the Arizona State Board of Education (SBE), January 26,

2004, and refined as needed to remain synchronized with the Arizona K-12 Academic English Language Arts

Standards (SBE), January 26, 2004, and refined as needed to remain synchronized with the Arizona K-12 Academic

English Language Arts Standards. “English Language Learners” mean K-12 PHLOTE students who do not obtain a

composite proficiency level of “proficient” score on the AZELLA regardless of their tenure as English Language

Learners.

The acronym “PHLOTE” stands for Primary Home Language other than English and is determined by a home

language survey and on the student enrollment form completed by parents upon enrollment. PHLOTE students are

administered the AZELLA to determine the level of their English language proficiency and their correct placement

in classes. (A.R.S. §15-756.A)

“Proficiency Level” means the level of English language proficiency of a PHLOTE student, as determined by the

AZELLA. The AZELLA proficiency levels are: (1) Pre-Emergent; (2) Emergent; (3) Basic; (4) Intermediate; and,

(5) Proficient. A PHLOTE student whose composite AZELLA score is Proficient is not classified as an ELL and is

not placed in an SEI Classroom.

“Structured English Immersion Models” means the models described herein. (A.R.S. § 15-756.01)

“Structured English Immersion Classroom” means a classroom in which all of the students are limited English

proficient as determined by composite AZELLA scores of Pre-Emergent, Emergent, Basic, or Intermediate. The

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purpose of the classroom is to provide four hours of daily ELD instruction, as described in the definition of “ELD”

in this section, in the manner prescribed herein.

“Structured English Immersion Program” means an intensive English-language teaching program for non-proficient

English speakers, as designated by the AZELLA, designed to accelerate the learning of the English language

intended to comply with provisions of Title 15, Chapter 7, Article 3.1, A.R.S. This program provides only ELD, as

described in the definition of “ELD” in this section.

Structured English Immersion Model Components

All SEI models are research-based and include three major components: policy, structure, and classroom practices.

These components are uniform in all SEI models because they reflect legal requirements established in state law.

However, application of the structure and classroom practices components results in various SEI classroom

configurations because of “the size of the school, the location of the school, the grade levels at the school, the

number of English language learners and the percentage of English language learners.”

Structure

The structure of the SEI Models consists of multiple elements: SEI Classroom content; SEI Classroom program

entry and exit; student grouping for SEI Classrooms, including grouping process and class size standards;

scheduling and time allocations; and teacher qualification requirements. This structure is uniform for all SEI

Models. The application of the grouping process will yield different classroom configurations based on the

individual school’s number of English Language Learners, their proficiency levels, and their grade levels.

Structured English Immersion Classroom Content

The Structured English Immersion (SEI) Classroom content is a minimum of four hours daily of English Language

Development (ELD). ELD is a type of instruction that has as its orientation 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 science, in that the content of ELD emphasizes the English language itself. ELD instruction

focuses on phonology (pronunciation - the sound system of a language), morphology (the internal structure and

forms of words), syntax (English word order rules), lexicon (vocabulary), and semantics the meaning, or an

interpretation of a word, sentence or language form). While there are some obvious connections to English language

arts instruction, ELD is foundational for English language acquisition work, since listening, speaking, reading, and

writing tasks conducted in English are considerably more difficult in the absence of knowledge about how the

English language works. Reading and writing, aligned to the Arizona K-12 English Language Learner Proficiency

Standards, are also considered content in SEI Classrooms.

AZELLA Testing Timeline

Riverside Elementary School District is developing a checklist system for all students new to the district and are

determined by the PHLOTE to be eligible for AZELLA testing. The testing is to be completed within 30 days of

enrollment.

SEI Classroom Entry and Exit

SEI Classroom entry and exit is determined solely by the composite AZELLA score. Students whose AZELLA

composite proficiency level scores are Pre-Emergent, Emergent, Basic, or Intermediate shall be placed in SEI

Classrooms. New English Language Learners, during their first year of education in an Arizona school, shall take

the AZELLA at least twice during the first school year, once at the beginning of the year, or upon initial entry to

school, and once at the end of the school year for purposes of measuring progress. Continuing English Language

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Learners shall be reassessed with the AZELLA at the end of each school year. English language learners shall be

given the opportunity to take the AZELLA at a mid-point of the academic year for the purpose of measuring

progress toward English language proficiency. No student shall take the AZELLA more than three times in a school

year. On-going alternative proficiency-based assessments related to the Arizona K-12 English Language Learner

Proficiency Standards and the Discrete Skills Inventory should be utilized to guide instruction and to determine the

opportunity to administer the AZELLA for purposes of exiting a student from and SEI Classroom.

LEP Student’s cumulative files will be used to document placement into the SEI program.

LEP students will exit the program based on a composite score of “Proficient” on the AZELLA.

Student Grouping for SEI Classrooms

The primary determinant of the appropriate student grouping for SEI Classrooms is the English proficiency level of

the students. The proficiency levels and grade levels of the ELLs must be used in order to determine appropriate

student placement. The configurations are similar, but not identical, for all grade levels.

In Riverside School District #2 schools, if there are enough ELLs by proficiency level within a specific grade,

overall proficiency level within grade is used as the method for student grouping. The AZELLA composite

proficiency level score determines the overall proficiency level. If there are not enough ELLs by proficiency level

within a grade, then proficiency levels may be banded together within a grade. If there are not enough ELLs by

proficiency level band within a grade, then ELLs from different grade levels may be combined into an SEI

Classroom. Note that, regardless of SEI Classroom configuration, Pre-Emergent and Emergent ELLs shall be

grouped together rather than separately. Also note that regardless of SEI Classroom configuration, kindergarten

students shall be grouped separately from students in other grades.

Riverside Traditional Campus (K-4) and Kings Ridge Preparatory Academy (5th

Grade)

Elementary School Student Grouping Prioritization

A. Overall Proficiency Level within Grade

B. Overall Proficiency Level Band within Grade

C. Overall Proficiency Level Band within Grade Band

Kings Ridge Preparatory Academy

Middle/High School Students Grouping Prioritizations

A. Proficiency sub-level within grade

B. Proficiency sub-level within grade band

C. Overall proficiency level within grade

D. Overall proficiency level band within grade

E. Overall proficiency level within grade band

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Class Size Standards

Target and maximum class sizes are based on the proficiency level of the ELL student provided that the class size

shall not exceed the class size for non-English Language Learners in the school district. The target class size for Pre-

Emergent and Emergent is 20; the maximum is 23. The target class size for Basic and Intermediate is 25; the

maximum is 28.

Grouping Process

Students are grouped into classes based on class size standards using the Elementary Grouping Prioritization

method. In the event there are insufficient students to assemble a class at the first given student grouping priority,

the next student grouping priority shall be used. In the event that there are insufficient fewer English Language

Learners based on the class size standards in the school for any of the student groupings to work, then several other

options are available. The students may be grouped into a single classroom for ELD instruction by an SEI-funded

district-level ELD teacher for three hours a day with a fourth hour of ELD Reading. Students may be grouped into a

single classroom for ELD instruction by an SEI-funded ELD teacher for four hours a day. Schools with 20 or fewer

English Language Learners within a span of three grade levels (including kindergarten), may provide instruction

through the development of Individual Language Learner Plans (ILLPs) created for each ELL student. Scheduling

and time allocations in the ILLPs must meet the requirements of the scheduling and time allocations specified herein

for Elementary Schools as appropriate for each ELL.

The following diagram provides and overview of how students are grouped within the Riverside School Elementary

School District’s ELD program.

Pre -

Emergent Emergent Basic Intermediate

Pre

-Em

ergen

t O

nly

Em

ergen

t O

nly

Basi

c O

nly

Inte

rmed

iate

On

ly

Emergent shall be

combined with

Pre-Emergent

Basic shall be combined

with Emergent

Intermediate shall be

combined with Emergent

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Staffing Needs Determination

The Arizona Department of Education, Office of English Language Acquisition Services calculates an Incremental

Teacher Cost Spreadsheet. The number of ELL Teachers needed will be determined by this spreadsheet.

At this time, the Riverside Elementary District has 15 ELL teachers available. Currently, the district is not in the

position or need to hire additional ELD teachers.

The Associate Superintendent in conjunction with the school administration shall monitor the District’s staffing

levels. These levels will be reviewed at the end of every academic quarter.

Scheduling and Time Allocations

The scheduling and time allocations are somewhat difficult for Elementary Schools. However, at all grade levels, the

SEI Classroom must have a minimum of four hours of English language development daily which is time-allocated

consistent with the Arizona K-12 English Language Learner Proficiency Standards and the related Discrete Skills

Inventory (DSI).

Each student who qualifies for SEI program placement receives four hours of daily English language development

instruction that is governed by certain time allocations and skill teaching and learning objectives. Each of these

discrete sections of ELD is based on specific categories of language instruction based on the skills identified by the

ELL Proficiency Standards and further delineated in detail by the Discrete Skills Inventory (DSI). The discrete time

blocks do not have to be sequential during the day, but they must sum to four hours of ELD instruction.

The English language skills categories are the same for all students in SEI Classrooms, but the time allocations vary

by the composite AZELLA proficiency level of the student. Time allocations for each ELD instructional time block

may vary by up to ten percent (10%) as long as the total daily English language development instruction equals four

hours.

Riverside Traditional School (K-4) and Kings Ridge Preparatory Academy (5th

Grade)

Students at the Pre-Emergent and Emergent composite AZELLA levels receive four hours of ELD instruction

divided into the following specific areas: oral English and conversation instruction, 45minutes; grammar instruction,

60 minutes; reading instruction, 60 minutes; vocabulary instruction, 60 minutes; and, pre-writing instruction, 15

minutes (Total: four hours). Students at the Basic composite AZELLA level receive four hours of ELD instruction

divided into the following specific areas: oral English and conversation instruction, 30 minutes; grammar

instruction, 60 minutes; reading instruction, 60 minutes; vocabulary instruction, 60 minutes; and, writing instruction,

30 minutes (Total: four hours).

Students at the Intermediate composite AZELLA level receive four hours of ELD instruction divided into the

following specific areas: oral English and conversation instruction, 15 minutes; grammar instruction, 60 minutes;

reading instruction, 60 minutes; vocabulary instruction, 60 minutes; and, writing instruction, 45 minutes (Total: four

hours).

Kings Ridge Preparatory Academy (6-8)

Students at the Pre-Emergent and Emergent composite AZELLA levels receive four hours of ELD instruction

divided into the following specific areas: Conversational English and Academic Vocabulary, 60 minutes; English

Reading, 60 minutes; English Writing, 60 minutes; English Grammar, 60 minutes (Total: four hours). Students at the

Basic composite AZELLA level receive four hours of ELD instruction divided into the following specific areas:

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Academic Oral English and Vocabulary, 60 minutes; English Reading, 60 minutes, English Writing, 60 minutes;

English Grammar, 60 minutes (Total: four hours).

Students at the Intermediate composite AZELLA level receive four hours of ELD instruction divided into the

following specific areas: English Language Arts (SEI), 60 minutes; English Language Arts (SEI), 60 minutes;

Academic English Reading, 60 minutes; Academic Writing and Grammar, 60 minutes (Total: four hours).

Elementary School Teacher Qualifications

Any teacher assigned to an SEI Classroom must hold a valid Arizona teaching certificate. Teachers in grades K-6

must be highly qualified in elementary content as defined by the No Child Left Behind Act of 2001. Additionally,

teachers must hold a Structured English Immersion endorsement (Provisional endorsement or full endorsement)

(SBE Rules, R7-2-613.J), an English as a Second Language endorsement (Provisional endorsement or full

endorsement) (SBE Rules, R7-2-613.I), or a Bilingual endorsement (Provisional endorsement or full endorsement)

(SBE Rules, R7-2-613.H).

If fully qualified teachers are not available, teachers will be assigned via a most qualified first method.

Teacher recruitment personnel will seek ELL/SEI qualified staff as needed.

3. Classroom Practices

Classroom practices include sections on SEI Classroom Language Use policies, SEI Classroom Objectives, SEI

Classroom Materials and Testing, SEI Classroom Instructional Methods, Assessment, and SEI Teacher Training

required to ensure teachers have the skills and knowledge needed to teach in an SEI Classroom.

SEI Classroom Language Use

All SEI classes shall be taught in English, in a manner consistent with A.R.S. §15-751.

SEI Classroom Objective

The objective of the SEI Classroom is to teach one or more specific identified skills within the Discrete Skills

Inventory and English Language Proficiency Standards appropriate for the English proficiency level(s) of students

in the class.

SEI Classroom Materials and Testing

All instructional methods in SEI Classrooms will conform to teaching objectives outlined by the Arizona K-12

English Language Learner Proficiency Standards and specified in the Discrete Skills Inventory.

Class textbooks, materials, and assessments used in an SEI Classroom will be aligned to the Arizona K-12 English

Language Learner Proficiency Standards and the Discrete Skills Inventory. The district superintendent shall sign an

attestation that these materials are properly aligned, which will be verified by the Arizona Department of Education

when conducting monitoring visits. Classroom materials used in an ELD class will reflect content from a variety of

academic disciplines. Classroom materials will be appropriate for the students’ level of English language

proficiency. Selection of content materials will be based on the materials’ effectiveness in facilitating and promoting

the specific English language objective(s) of the class. Such materials will predominantly feature specific language

constructions that align with the English language objectives based on the English Language Proficiency Standards

and the Discrete Skills Inventory.

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Staff will be surveyed annually to determine availability and need for materials. Material purchasing will be part of

the regular annual budgeting process with equal priority and ranking as non-SEI/ELL material requests.

Assessment

All assessments in SEI Classrooms will conform to teaching objectives outlined by the Arizona K-12 English

Language Learner Proficiency Standards and specified in the Discrete Skills Inventory.

SEI Teacher Training

Three sets of training are essential for successful implementation of the SEI Models: Implementation Training,

Discrete Skills Inventory Training, and Discrete Skills Inventory Teaching Methods Training. All SEI Classroom

teachers shall receive all three trainings. The Principal, Associate Superintendent, School Psychologist, and school

and district personnel responsible for ELL programs also shall receive the Implementation Training.

Implementation Training

SEI Classroom teachers, principal, Associate Superintendent, special education teacher, and any school and district

personnel responsible for English Language Learner Programs shall receive Implementation Training. This training

provides background information on the policy, principles, structures, and classroom practices within the SEI

Models.

Discrete Skills Inventory Training

All SEI Classroom teachers and instructional personnel responsible for instructional supervision shall receive

training on the content of the Discrete Skills Inventory.

Language Proficiency and Academic Goals for English Language Learners

LEP students will demonstrate English Language Growth as measured by the AZELLA.

Measurable language proficiency objectives include:

1. New LEP students will gain an average of at least one level of English Language Proficiency each year as

measured by the AZELLA.

2. The district’s exit rate (as determined by the state of Arizona, and includes a composite score for exit) will

coincide with the Office of English Language Acquisition’ 2009-2010 reclassification rate of 17%.

Measurable academic goals for LEP students include:

Goal 1 – LEP students will demonstrate academic achievement on the state-required AIMS (Arizona Instrument to

Measure Standards) assessment; K-6 students will demonstrate academic achievement on DIBELS (Dynamic

Indicators of Basic Early Literacy Skills) and The Arizona Instrument to Measure Success Dual Purpose Assessment

(AIMS-DPA) and Stanford 10 are used to measure academic progress for students. AIMS-DPA and Stanford 10 are

criterion-referenced assessments, and have been standardized in the state of Arizona.

Each student’s score is measured and then placed into the following categories: Falls Far Below, Approaches,

Meets, and Exceeds. In formulating the goals of Riverside Elementary School District No. 2, the decision has been

made to focus on the two lower categories, and create goals that would impact student achievement for LEP

students.

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DIBELS are a set of standardized, individually administered measures of early literacy development. They are short

(one minute) fluency measures used to regularly monitor the development of pre-reading and early reading skills.

The measurable objectives related to academic achievement on the AIMS assessment are as follows:

Riverside Elementary District will:

Move 15% of LEP students from the Approaches category into the Meets category in Reading

Move 15% of LEP students from the Approaches category into the Meets category in Writing

Move 15% of LEP students from the Approaches category into the Meets category in Math

Move 20% of our LEP students from the Falls Far Below category into the Approaches category in

Reading, Writing and Math

DIBELS ( administer and record data)

Maintain less than 3% grade retention of LEP students

Compensatory Education

All LEPs who are not progressing academically, and all former LEPs, are eligible for Compensatory Education

services, if funded via grant(s). These services occur after school in small group settings.

Title I Tutoring

Targeted Title I Tutoring is available to LEP and all students during the day, after school, and during intersession.

Monitoring LEP Data

The district is aware that all students must be tested each year during the spring reassessment period. The testing

information will be collected from the parties responsible for their respective areas. For example, the LEP data will

be collected by the ELL Coordinator, and the Special Education person will compile the data for that group of

students. Once the data is collected, it will be entered into the enhanced Student Information and Accountability

System (SAIS - the State’s data repository), which also is aligned with the District’s new data collection system.

The District is committed to the successful implementation of its SEI/ELD program. Various individuals will share

in the responsibility to ensure its success, and to create a smooth transition into a 3-pronged approach to the delivery

of English language instruction.

Program Evaluation

The ELL Coordinator will gather data from the District’s student information system and create a spreadsheet to

track the effectiveness of the program. This data will include a comparison of LEP, former LEP, and non-LEP

students’ academic progress, dropout rates, graduation rates and grade retention rates. The first evaluation will be

completed by April 30, 2010.

The Program will be evaluated once a year during the month of April. Results of the annual evaluation will be used

to develop an implementation plan during the summer break. The plan will be part of the next year’s pre-school

staff in-service scheduled before the students arrive.

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Special Education

LEP Students with disabilities that qualify will be provided both SEI and Special Education (SpEd) services, as

appropriate. Documentation of a student’s placement in the SEI program will be documented in both the student’s

cumulative and special education file.

Riverside School District uses several different measures to identify if a student is eligible for special education

services. Prior to a student being considered for possible evaluation to determine eligibility for special education, a

student is processed through the Teacher Assistance Team (T.A.T.).

The T.A.T. looks at the following information for each student:

1. Attendance

2. Prior Educational History

3. DIBELS score

4. Behavior/Discipline Referrals

5. Primary Home Language Survey

6. AZELLA scores to determine growth/ consultation with the ESL Coordinator for the district. A review of

the AZELLA scores will include the LEP student’s score on each of the AZELLA sub-tests.

7. AIMS-DPA and Stanford 10 information

8. Types of interventions that have been used in the classroom setting and the results of the intervention

9. Information from the parents

If it has been decided that the child is not making sufficient growth in the general education setting despite

numerous interventions, the T.A.T. will then refer the child to the MET (M.E.T.) for a Review of Existing Data

Meeting.

The M.E.T. consists of the following individuals:

1. Special Education Teacher

2. General Education Teacher of the student

3. School Psychologist

4. For any student who is considered ELL, we now have either the ESL Coordinator or a certified ELL/

Bilingual teacher attend the meeting

5. Any possible related service provider

6. PEA Representative (Public Education Agency)

7. The student’s parents

Once the student is assessed in all the areas, the M.E.T. reconvenes. The M.E.T. discusses all the additional data to

determine if the child is eligible for special education services, develops an initial I.E.P., and determines the

appropriate placement.

If the child is considered ELL the M.E.T. takes into consideration what influence the lack of English proficiency is

having on the student’s academic growth. The M.E.T. also checks to see if the student is making academic growth in

their native language. If the student is making academic growth in their native language, the M.E.T. takes this into

consideration.

The M.E.T. will look at the data that was gathered at the T.A.T level and any additional data that has been gathered

since the T.A.T. Meetings. If after the M.E.T. reviews the existing data, it is determined there is insufficient

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information to determine eligibility for special education, additional data will be gathered. All evaluations are

determined by the M.E.T. and are administered in the language of the student. When necessary, RESD will contract

out for service providers to administer evaluations (i.e.: the district will contract with a Vietnamese translator for a

student who was being considered for possible eligibility but speaks both English and Vietnamese). This data

includes but is not limited to the following:

1. Intelligence Testing – if the student is considered ELL, the M.E.T. will use both verbal and non-verbal IQ

testing, as well as an IQ assessment in the student’s native language.

a. Stanford-Binet Intelligence Scale - Fourth Edition

b. Wechsler Preschool and Primary Scale of Intelligence - Third Edition

c. Wechsler Intelligence Scale for Children - Fourth Edition

d. Wechsler Abbreviated Scale of Intelligence

e. Batería III Woodcock Muñoz – Pruebas de Habilidades Cognitivas

2. Nonverbal Intelligence/Cognition

a. Bender Visual Motor Gestalt Test

b. Test of Nonverbal Intelligence - Third Edition (TONI-3)

c. Beery-Buktenika Test of Visual-Motor Integration

3. Achievement/Basic Skills:

a. Wechsler Individual Achievement Test – Second Edition

b. Wechsler Individual Achievement Test – Second Edition – Abbreviated Version

c. Batería III Woodcock Muñoz – Pruebas de Aprovechamiento

d. Woodcock Muñoz Language Survey – English and Spanish Versions

e. Learning Disabilities Diagnostic Inventory

f. Learning Disability Evaluation Scale

g. Young Children’s Achievement Test

h. Wide Range Achievement Test – 3rd

Version

4. Preschool Evaluations

a. Developmental Assessment of Young Children

b. Devereux Early Childhood Assessment Program

5. Psychopathology/Projective Techniques

a. CAT - Children's Apperception Test (Administered several times only)

b. CDI - Children's Depression Inventory

c. Devereux Scales of Mental Disorders (Child and Adolescent Forms)

d. Incomplete Sentences

e. Sentence Completion

f. Draw-A-Person

6. ADD/Adaptive Behavior/Autism/Behavior Rating/Handicapped/MR/:

a. Developmental Assessment for Individuals with Severe Disabilities - 2nd

Edition

b. Brown Attention-Deficit Scales for Children and Adolescents

c. Behavior Assessment Scale for Children - 2nd

Edition (Self Report of Personality) - English and

Spanish Versions

d. Behavior Assessment Scale for Children - 2nd

Edition (Child Form) - English and Spanish Versions

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e. Behavior Assessment Scale for Children - 2nd

Edition (Adolescent Forms) –- English and Spanish

Versions

f. Adaptive Behavior Inventory

g. Devereux Behavior Rating Scale - School Form

h. Behavior Disorders Identification Scale - 2nd

Edition (School Version)

i. Behavior Rating Profile

j. Child Behavior Rating Scale

k. Conner's-Wells’ Self Report Scale (L)

l. Conners’ Parent Rating Scales - Revised (S and L Forms)

m. Escalas de Evaluacion de Conners (CPRS-93)

n. Conners’ Teacher Rating Scales – Revised (L)

o. Children’s Autism Rating Scale

p. Vineland Adaptive Behavior Scale - 2nd

Edition (Parent/Caregiver Form) - English and Spanish Forms

q. Vineland Adaptive Behavior Scale - 2nd

Edition (Survey Form) - English and Spanish Forms

7. Gifted and Talented

a. Raven Colored Matrices (Set A, AB, and B)

b. Raven Progressive Matrices (Set A, B, C, D, and E)

8. Speech and Language Assessments

a. Rossetti Infant Language Toddler Scale

b. Expressive One -Word Picture Vocabulary Test (English and Spanish Versions)

c. Receptive One-Word Picture Vocabulary Test (English an d Spanish Versions)

d. Goldman - Fristoe Test of Articulation

e. Told of Language Development – Primary Edition

f. Oral Written Language Expression Scale (OWLS) Articulation Test Pak

g. Clinical Evaluation of Language Fundamentals – Fourth Edition, or CELF – 4 Spanish (Recently

purchased)If the child is considered ELL the M.E.T. takes into consideration what influence the lack

of English proficiency is having on lack of academic growth. The M.E.T. also looks to see if the

student is making academic growth in their native language. If the student is making academic growth

in their native language, the M.E.T. takes this into consideration.

Although the I.E.P./M.E.T. team decides placement, they also take into deliberation if it would be in the student’s

best interest to be serviced in both an ELL setting where they will be able to have additional exposure to learning the

language and the Special Education setting. The staffing team will consider (and document) the effects of language

and culture on the validity and reliability of assessments considered in placement decisions. The M.E.T. always tries

to make a placement in the least restrictive environment.

Just because a student is learning a second language does not rule out being considered for possible special

education eligibility; language proficiency and other factors are also taken into consideration.

The Special Education Department provided training in the beginning of the 2009-2010 school year to all staff

regarding the process of determining the need for special education testing. Special Education staff will provide

annual training to staff members regarding TAT (Teacher Assistance Team) procedures, including TAT procedures

for LEP students.

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The Riverside Elementary School District will provide Response to Intervention (RTI) training to Special Education

and ELL/Regular Ed teachers during the 2009-2010 academic year. The hope is that this training will provide

teachers and staff with additional tools to address the appropriate interventions with Riverside Elementary School

District No. 2’s student population.

The IEP will be redesigned to better address the LEP Status of the student. The AZELLA scores will be discussed

within the Present Levels of Academic Achievement and Functional Performance and how the child’s language

proficiency affects the child’s progress in the general education classroom. It will also address the appropriate

strategies for teachers’ implement to assist the student in reaching their highest potential.

Certain forms were also redesigned to include signatures from all service. After reviewing files there were times

that although language proficiency was addressed by members of the staff, there was no indication that their specific

role was ELL/Bilingual or Native Language Translator. All Special Education documentation will be redesigned to

include documentation related to the district’s ELD program (e.g., MET Notes Page, IEP, Meeting Notices, and

Evaluations).

To better monitor new students who enter the Riverside Elementary School District as an LEP Student, the

attendance clerk provides copies of the Home Language Survey and a signed copy of Parental Release of

Information to the Special Education Department. This will assist the Special Education Department in tracking new

students who may have a Primary Home Language other than English. These copies will be kept in a binder and

used by the Special Education Staff when reviewing existing data to determine if there is sufficient information to

determine eligibility, completing assessments, determining placement, and if necessary, developing IEPs.

Privately Placed Students

From time to time, a student who is LEP may be privately placed because the student’s disability requires a more

restrictive environment to address their intensive needs. In such cases, the district will work with the private

placement to ensure that the student has access to an English Language Development Program.

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State of Arizona

Department of Education

Office of English Language Acquisition Services

Primary Home Language Other Than English (PHLOTE) Home Language Survey

(Effective April 4, 2011)

These questions are in compliance with Arizona Administrative Code, R7-2-306(B)(1),(2)(a-c).

Responses to these statements will be used to determine whether the student will be assessed for English

Language Proficiency.

1. What is the primary language used in the home regardles of the language spoken by the student?

________________________________________________________________________________

2.What is the language most often spoken by the student? _________________________________

3. What is the language that the student first aquired? _____________________________________

Student Name:____________________________________________ Student ID _______________________

Date of Birth _____________________________________________ SAIS ID _________________________

Parent/Guardian Signature___________________________________ Date____________________________

District or Charter __________________________________________________________________________

School ____________________________________________________________________________________

Please provide a copy of the Home Language Survey to the ELL Coordinator/Main Contact on site.

In SAIS, please indicate the student’s home or primary language.

1535 West Jefferson Street, Phoenix, Arizona 85007 602-542-0753 222.azed.gov/oelas

15

Estado de Arizona

Departamento de Educación

Servicios de Aprendizaje del Inglés

Idioma Principal del Estudiante excluyendo el inglés (PHLOTE)

Encuesta sobre el idioma principal del estudiante

(Efectivo el cuatro de abril de 2011)

Preguntas en conformidad con R7-2-306(B)(1),(2)(a-c).del Reglamento de la Junta Directiva.

Las respuestas que proporcione a las preguntas siguientes serán usadas para determinar si se

evaluará la competencia en el idioma inglés de su hijo(a).

1. ¿Cuál idioma se habla principalmente en su hogar sin considerar el idioma que habla el estudiante?

________________________________________________________________________________

2.¿Cuál idioma habla el estudiante con mayor frecuencia? __________________________________

3. ¿Cuál fue el primer idioma que aprendió el estudiante? ___________________________________

Nombre del estudiante:____________________________ Núm. de identificación _______________________

Fecha de nacimiento _______________________________________Núm de SAIS _____________________

Firma de padre o tutor___________________________________ __________________________________

Distrito or Charter __________________________________________________________________________

Escuela ___________________________________________________________________________________

Please provide a copy of the Home Language Survey to the ELL Coordinator/Main Contact on site.

In SAIS, please indicate the student’s home or primary language

1535 West Jefferson Street – Phoenix, Arizona - 85007 (Office) 602-542-0753 (Fax) 602-542-3050

16

SEI/ELD Implementation Activity Timeline

Activity Person(s) responsible Date to begin Date to complete

Purchase ELD materials Mr. Ruben Gutierrez July 2009 June 2010

Create ELD class lists

Ms. Rose Hopper

Ms. Claudia Zamora

Mr. Donald Mitchell

Mrs. Teresa Soto

Ms. Rochelle Elliott July 2009 July 2009

Test PHLOTE students

Mr. Donald Mitchell

Mr. Gene Noel

Mrs. Kecia Freeman

Mrs. Teresa Soto

Ms. Raquel Barajas August 2009 Ongoing

Annual assessment of

ELL Students

Mr. Donald Mitchell

Mr. Gene Noel

ELD Teachers August 2009 Ongoing/Annually

Create ELD schedule

Mrs. Teresa Soto

Ms. Rochelle Elliott August 2009 August 2009

Determine transition of

students

Mr. Donald Mitchell

Mrs. Teresa Soto

Ms. Rochelle Elliott

Mr. Gene Noel August 2009 Ongoing/Annually

Train teachers in ESL

Methods

Mrs. Kecia Freeman

Mrs. Teresa Soto August 2009 January 2010

Review Special

Education student files;

revisit staffing, if

necessary Dr. Anthony Perkins August 2009 December 2009

Administer benchmark

assessments

Ms. A. Han, Mrs. J. Daniel, Mrs. I. Decker,

Mrs. K. Freeman, Mr. E. Rodriguez, Mrs. L.

Martinez, Ms. J. Acosta, Ms. E. Hernandez,

Mrs. D. Bordwell After each unit Ongoing

Review results of

benchmark assessments;

make changes, as

necessary to student

placement and program

design

Mr. Donald Mitchell

Mr. Gene Noel

All ELD Teachers Quarterly Ongoing

Create annual survey for

materials

Mr. Ruben Gutierrez

Mr. Donald Mitchell

Mrs. K. Freeman

Ms. N. Pina August 2008 Ongoing/Annually

Review survey; order

materials Mr. Ruben Gutierrez July 2008 Ongoing/Annually