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Structured English Immersion Modelsof the Arizona English Language Learners Task ForceAuthorityEffective September 21, 2006, under the authority of Laws 2006, Chapter 4, the Arizona EnglishLanguage Learners (ELL) Task Force was established. The Arizona ELL Task Force was charged withdeveloping and adopting research based models of structured English immersion (SEI) programs to beused in school districts and charter schools in Arizona. Arizona Revised Statutes (A.R.S.). §15-756.01,requires that the models include a minimum of four hours per day of English language development(ELD) for the first year in which a pupil is classified as an English Language Learner. Full text of the lawregarding the responsibilities of the Task Force and the development of the SEI models is located in Title15, Chapter 7, Article 3.1. ENGLISH LANGUAGE EDUCATION FOR CHILDREN IN PUBLICSCHOOLS, §§ 15-751 through 15-757, Arizona Revised Statutes.DefinitionsFor Structured English Immersion Models,“AZELLA” means Arizona English Language Learner Assessment.

The AZELLA is used to determinethe English language proficiency of Arizona K-12 students whose primary home language is other thanEnglish. AZELLA results include a composite proficiency level score, which is a composite of all of thesubtest 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, whichcombines listening and speaking subtest scores, and a comprehension score, which combines listeningand reading subtest scores. Sub-level scores for grouping purposes are Oral Language, Reading, andTotal Writing. (See A.R.S. §15-756.B)“ELD” means English language development, the teaching of English language skills to students who arein 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 instructionfocuses on phonology (pronunciation – the sound system of a language), morphology (the internalstructure and forms of words), syntax (English word order rules), lexicon (vocabulary), and semantics(how to use English in different situations... (SBE), January 26, 2004, and refined as needed to remain synchronized with the Arizona K-12 AcademicEnglish Language Arts Standards.“English Language Learners” mean K-12 PHLOTE students who do not obtain a composite proficiencylevel of “proficient”... PHLOTE students areadministered the AZELLA to determine the level of their English language proficiency and their correctplacement in classes. (A.R.S. §15-756.A)“Proficiency Level” means the level of English language proficiency of a PHLOTE student, asdetermined 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 isProficient 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 limitedEnglish proficient as determined by composite AZELLA scores of Pre-Emergent, Emergent, Basic, orIntermediate. The purpose of the classroom is to provide four hours of daily ELD instruction, asdescribed in the definition of “ELD” in this section, in the manner prescribed herein.“Structured English Immersion Program” means an intensive... Thisprogram provides only ELD, as described in the definition of “ELD” in this section.Structured English Immersion Model ComponentsAll SEI models are research-based and include three major components: policy, structure, and classroompractices.

These components are uniform in all SEI models because they reflect legal requirementsestablished in state law. However, application of the structure and classroom practices componentsresults in various SEI classroom configurations because of “the size of the school, the location of theschool, the grade levels at the school, the number of... §15-756.01.C.)1. PolicyArizona law requires schools to teach English. (A.R.S. §15-752.

English language education)Arizona law requires materials and subject matter instruction to be in English. (A.R.S. §15-751.Definitions, 5 and A.R.S. §15-752)Arizona law requires English language learners to be grouped together in a structured English immersionsetting. (A.R.S. §15-751.

Definitions, 5)Structured English Immersion ELD Models, 5/14/08 Page 2 The goal set forth in Arizona law is for ELLs to become fluent English proficient in a year. (A.R.S. §15-752. English language education)Arizona law requires a minimum of four hours per day of English language development during the firstyear a pupil is classified as an ELL. (A.R.S.

§15.756.01 Arizona English language learners task force;research based models of structured English immersion for English language learners; budget requests;definitions)Arizona state law requires cost efficient, research based models that meet all state and federal laws.(A.R.S. §15-756.01 (D)) Arizona English language learners task force; research based models ofstructured English immersion for English language learners; budget requests; definitions)2. StructureThe structure of the SEI Models consists of multiple elements: SEI Classroom content; SEI Classroomprogram entry and exit; student grouping for SEI Classrooms, including grouping process and class sizestandards; scheduling and time allocations; and... This structure isuniform for all SEI Models. The application of the grouping process will yield different classroomconfigurations based on the individual school’s number of ELLs, their proficiency levels, and their gradelevels.Structured English Immersion Classroom ContentThe Structured English Immersion (SEI) Classroom content... ELD is a type of instruction that has as its orientation the teaching ofEnglish language skills to students who are in the process of learning English.

It is distinguished fromother types of instruction, e.g., math, science, or social science, in that the content of ELD emphasizes theEnglish language itself. ELD instruction focuses on phonology (pronunciation - the sound system of alanguage), morphology (the internal structure and forms of words), syntax (English word order rules),lexicon (vocabulary), and semantics (how to use English in different... While thereare some obvious connections to English language arts instruction, ELD is foundational for Englishlanguage acquisition work, since listening, speaking, reading, and writing tasks conducted in English areconsiderably more difficult in the absence of... Reading andwriting, aligned to the Arizona K-12 English Language Learner Proficiency Standards, are alsoconsidered content in SEI Classrooms.SEI Classroom Entry and ExitSEI Classroom entry and exit is determined solely by AZELLA score. Students whose AZELLAcomposite proficiency level scores are Pre-Emergent, Emergent, Basic, or Intermediate shall be groupedin SEI Classrooms. New ELLs, in the first year of education in an Arizona school, shall take theAZELLA at least twice during the first school year, once at the beginning of the year, or upon initial entryto...

Continuing ELLsshall be reassessed with the AZELLA at the end of each school year. English language learners shall begiven the opportunity to take the AZELLA at a mid-point of the academic year for the purpose ofmeasuring progress toward English language proficiency. No student shall take the AZELLA more thanthree times in a school year. On-going alternative proficiency-based assessments related to the ArizonaStructured English Immersion ELD Models, 5/14/08 Page 3 K-12 English Language Learner Proficiency Standards and the Discrete Skills Inventory should beutilized to guide instruction and to determine the opportunity to administer the AZELLA for purposes ofexiting the SEI Classroom. (A.R.S.

§§ 15-756.B, 15-756.05.A)Student Grouping for SEI ClassroomsThe primary determinant of the appropriate student grouping for SEI Classrooms is the Englishproficiency level of the students. The proficiency levels and grade levels of the ELLs must be used inorder to determine appropriate student placement. The configurations are similar, but not identical, for allgrade levels.Elementary SchoolsIn elementary schools, generally those grades in which students receive most of their academic instructionin a single class as a single group, if there... The AZELLAcomposite proficiency level score determines the overall proficiency level. If there are not enough ELLsby proficiency level within a grade, then proficiency levels may be banded together within a grade. Ifthere are not enough ELLs by proficiency level band within a grade, then ELLs from different gradelevels 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 thatregardless of SEI Classroom configuration, kindergarten students shall be grouped separately fromstudents in other grades. 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 BandMiddle Grades and High SchoolsIn middle grades and high schools, generally those grades in which students receive academic instructionin different classrooms in different groups throughout the day, if...

If there are notenough ELLs by proficiency sub-level within a grade, then grades may be banded together within aproficiency sub-level. If there are not enough ELLs by proficiency sub-level within a grade, then overallproficiency level may be used within a grade. If there are not enough ELLs within an overall proficiencylevel, then multiple grades may be combined into an SEI Classroom. If there are not enough ELLs withinan overall proficiency level and within a grade band, then multiple proficiencies and multiple grade levelscan be combined into an SEI Classroom. Note that, regardless of SEI Classroom configuration, Pre-Emergent and Emergent ELLs shall be grouped together rather than discretely.Middle Grades and High School Student Grouping PrioritizationA. Proficiency Sub-level within GradeB.

Proficiency Sub-level within Grade BandC. Overall Proficiency Level within GradeD. Overall Proficiency Level within Grade BandE. Overall Proficiency Level Band within Grade BandStructured English Immersion ELD Models, 5/14/08 Page 4 Class Size StandardsTarget and maximum class sizes are based on the proficiency level of the ELL student provided that theclass size shall not exceed the class size for non-ELLs 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 ProcessStudents are grouped into classes based on Class Size Standards using the Elementary or the MiddleGrades and High School Student Grouping... In the event there are insufficientstudents to assemble a class at the first given student grouping priority, the next student grouping priorityshall be used. In the event that there are insufficient ELLs based on the class size standards in the schoolfor any of the student groupings to work, then several other options are available. The students may begrouped into a single classroom for ELD instruction by an SEI-funded district-level ELD teacher for threehours a day with a fourth hour of ELD Reading. Students at a charter school or single school district maybe grouped into a single classroom for ELD instruction by an SEI-funded ELD teacher for four hours aday. Schools with 20 or fewer ELLs within a three grade span (including kindergarten), may provideinstruction through the development of Individual Language Learner Plans (ILLPs) created for each ELL.Scheduling and time allocations in the ILLPs...

However, at all grade levels, the SEI Classroom must have a minimum of fourhours of English language development daily which is time-allocated consistent with the Arizona K-12English Language Learner Proficiency Standards and the related... Each of these discrete sections of ELD is based on specific categories of language instructionbased on the skills identified by the ELL Proficiency Standards and further delineated in detail by theDiscrete Skills Inventory (DSI). The discrete time blocks do not have to be sequential during the day, butthey must sum to four hours of ELD instruction.The English language skills categories are the same for all students in SEI... Time allocations for eachELD instructional time block may vary by up to ten percent (10%) as long as the total daily Englishlanguage development instruction equals four hours.Students at the Pre-Emergent and Emergent composite AZELLA... 1 Structured English Immersion Models2 of the English Language Learner Task Force 3 4 Authority 5 Effective September 21, 2006, under the authority of Laws 2006, Chapter 4, the Arizona English 6 Language Learners... The ELL Task Force was charged with 7 developing and adopting research based models of structured English immersion (SEI) programs to be 8 used in school districts and charter schools in Arizona.

Arizona Revised Statutes (A.R.S.). §15-756.01, 9 requires that the models include a minimum of four hours per day of English language development10 (ELD). Full text of the law regarding the responsibilities of the Task Force and the development of the11 SEI models is located in Title 15, Chapter 7, Article 3.1. ENGLISH LANGUAGE EDUCATION FOR12 CHILDREN IN PUBLIC SCHOOLS, §§ 15-751 through 15-757, Arizona Revised Statutes.1314 Definitions15 For Structured English Immersion Models,16 “AZELLA” means Arizona English Language Learner Assessment. The AZELLA is used to determine17 proficiency of Arizona K-12 students whose primary home language is other than English. AZELLA test18 results include a composite performance level score, which is a composite of all of the subtest scores, and19 also separate subtest scores, i.e., Listening, Speaking, Reading, and Total Writing (Writing Conventions20 and...

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