Key Legislative Events PDF

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● A brief description of the demographic composition of the PK-12 ELL population in Arizona. ○ In 2016 roughly 935,500 non-native people lived in Arizona, representing 14 percent of the state population comparable to the migration share in the United States. The development pace of the non-native population in Arizona eased back impressively from 126 percent in the period between 1990-2000 to 43 percent between 2000-2016, a rate like that of the U.S. immigrant population more generally (41 percent). By the by, the immigrant population development rate in Arizona outperforms that of the lopsidedly comparative portions of non-native people in the birth to age 17 sections contrasted with the native-born (Sugarman & Geary Migration Policy Institute, 2018).

● An explanation of the process of determining ELL program eligibility, including the use of the Home Language Survey and the Arizona English Language Learner Assessment (AZELLA) for placement and reclassification.

○ The Arizona English Language Learner Assessment (AZELLA) is a standard-based test that meets both state and government prerequisites to quantify students' English language capability. AZELLA is utilized for both placement and reassessment purposes. Students who have been recognized as second language students on the Home Language Survey take the AZELLA position test and the students' capability scores decide proper arrangements for guidance.

Students who have been put into an English language student program will likewise take the AZELLA reassessment once every year until they accomplish capability. Students who have scored capable on the AZELLA are then checked for a very long time to help guarantee accomplishment after their move into a standard homeroom (AZELLA Assessment, 2016).

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A description of the standard accommodations available to ELLs for assessment. ○

General Test Administration Conditions include (AZELLA, 2015): ■

Testing in a little gathering, one-on-one, or in a different area (e.g., another room), or in a study carrel.

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Being situated in a particular area inside the testing room or being situated at special furniture.

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Having the test controlled by a recognizable Test Administrator.

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Utilizing a unique pencil or hold.

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Utilizing gadgets (e.g., glasses, contacts, amplification, uncommon lighting, shading overlays) that permit the understudy to see the test.

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Utilizing gadgets (e.g., listening device, intensification mechanical assembly) that permit the understudy to hear the test administrator.

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Wearing noise buffers after the scripted directions have been perused (for the Reading and Writing segments).

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Repeated scripted headings from the Test Administration Directions (at understudy demand).

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Responding to inquiries regarding the scripted directions from the Test Administration Directions and/or potentially the directions that understudies read all alone (at understudy demand).

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A description of the characteristics of the English immersion program models in Arizona in terms of time allocations, a grouping of ELLs with native speakers, use of ELLs’ native language, and integration of English within academic content. ○

The Structured English Immersion (SEI) Classroom content is at least four hours a day of English Language Development (ELD). ELD is a kind of guidance that has as its direction the educating of English language abilities to students who are currently learning English. It is recognized from different kinds of guidance, e.g., math, science, or sociology, in that the substance of ELD stresses the English language itself. ELD guidance centers around phonology (articulation - the sound arrangement of a language), morphology (the interior structure and types of words), punctuation (English word request rules), dictionary (jargon), and semantics (how to utilize English in various circumstances and settings). While there are some undeniable associations with English language expression guidance, ELD is primary for English language procurement work, since tuning in, talking, perusing, and composing students directed in English are significantly more difficult without information about how English works. Reading and composing, adjusted to the Arizona K-12 English Language Proficiency Standards, are additionally thought of content in SEI Classrooms (Search | Arizona Department of Education, n.d.).

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Comparison of Structured English Immersion classrooms, bilingual classrooms, and Individual Language Learner Plans and how they relate to current societal trends and issues in the education of ELLs.

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Most school areas utilize either the SEI or Bilingual Education (BE) model to teach elementary level English Language Learners (ELLs). In SEI programs, ELLs get all or a large portion of their guidance in English. BE projects give guidance in two dialects the objective language (English) and the understudy's local language. Studies contrasting the viability of SEI and BE projects have created clashing discoveries (Blazer, 2017)

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States have discovered by teaching students English they see it as a positive and effective on students learning the English language much faster (The Case for Structured English Immersion - Educational Leadership, 2020).

References:

Arizona Department of Education. (2020). Arizona Department of Education. https://www.azed.gov/ AZELLA. (2015, June 11). Universal Test Administration Conditions. AZELLA Testing Conditions and Accommodations. http://lpatucson.org/wp-content/uploads/2017/04/accommodations-for-azella.pdf AZELLA Assessment. (2016, August 17). Arizona Department of Education. https://www.azed.gov/assessment/azella Blazer, C. (2017). Structured English Immersion Programs: Research and Best Practices. Information Capsule. Volume 1611. Research Services, Miami-Dade County Public Schools; Research Services, Miami-Dade County Public Schools. 1450 NE Second Avenue, Miami, FL 33132. Tel: 305-995-1000; Fax: 305-995-7521; Web site: http://www.dadeschools.net. https://eric.ed.gov/?id=ED587686 Search | Arizona Department of Education. (n.d.). Www.Azed.Gov. https://www.azed.gov/sites/default/files/2015/04/SEI %20Models.pdf?id=55257a8f1130c008a0c55ce3 Sugarman, J., & GearyMigiration Policy Institute, C. (2018, August). Demographic Overview of Foreign Born and EL Population in Arizona. Migiration Policy Institute; National Center On Immigrant Integration Policy. https://www.migrationpolicy.org/sites/default/files/publications/EL-factsheet2018-Arizona_Final.pdf The Case for Structured English Immersion - Educational Leadership. (2020). Ascd.org. http://www.ascd.org/publications/educational-leadership/apr09/vol66/num07/The-Case-for-Structured-English-Immersion.aspx...