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Welcome to the district’s ELD
• 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.
• Listening/Speaking: the learner will understand
and communicate in English
• Reading: the learner will understand wriPen
• 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
• 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
• Students will be evaluated to
determine his or her level of
• 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
• 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.
• Once the noAﬁcaAon and consent form are
signed, the student is placed in the ELL
• When new students arrive in
the USA, the counselor & ELL • he determinaAon
includes seat Ame &
instructor evaluates prior standard alignment
(this can be a
records to determine which limitaAon to
courses transfer. • arents and the
student are involved
in this process, and
• If transcripts are
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
• Our district has a “lib lab” where students
make‐up missing credits. This is an aber
• Another opAon to make
up credits is summer school
oﬀered at various locaAons
in our district.
• Juniors and Senior level
students in 2nd or
subsequent years of ELL
services can be excused from
2 of the 4 hours of ELL
– Pre‐reqs include graduaAon
track and successful AIMS
• 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.
• 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
• 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
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
celebraAon for several hours aber school.
• arents are encouraged to share foods, cultures, and set up
tables for the fair.
• 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
The Clerical Police
• Prop 300 makes counselors
and school staﬀ the clerical
police based on the
during the registraAon
process at schools in
• A posiAve impact for this proposiAon is that
there’s more Ame on task learning for English
language in the school.
• 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.
• 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.
• 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.
• 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