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Devon Adams' final EDP 220 presentation for the Arizona SEI requirements.

Devon Adams' final EDP 220 presentation for the Arizona SEI requirements.

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    EDP Final Presentation EDP Final Presentation Presentation Transcript

    • Welcome
to
the
district’s
ELD
 program
 Bienvenidos!

    • Our
Program
 •  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.

    • Program
Goals
 •  Listening/Speaking:
the
learner
will
understand
 and
communicate
in
English
 •  Reading:
the
learner
will
understand
wriPen
 English
 •  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
 in
English

    • IdenAficaAon
 •  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
 Language
Survey.
 •  Students
will
be
evaluated
to
 determine
his
or
her
level
of
 English
proficiency.
 •  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
 upon
registraAon.

    • Assessment
 •  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.


    • Placement
 •  Once
the
noAficaAon
and
consent
form
are
 signed,
the
student
is
placed
in
the
ELL
 Program.

    • Transcripts
 •  When
new
students
arrive
in
 the
USA,
the
counselor
&
ELL
 •  he
determinaAon
 T includes
seat
Ame
&
 instructor
evaluates
prior
 standard
alignment
 (this
can
be
a
 records
to
determine
which
 limitaAon
to
 accepted
courses).
 courses
transfer.
 •  arents
and
the
 P student
are
involved
 in
this
process,
and
 typically
the
 mulAlingual
ELL
 instructor
translates.

    • InternaAonal
Students
 •  If
transcripts
are
 unavailable,
several
 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
 required
course.

    • Course
Work
 •  Our
district
has
a
“lib
lab”
where
students
 make‐up
missing
credits.
This
is
an
aber
 school
program.
 •  Another
opAon
to
make
 up
credits
is
summer
school
 offered
at
various
locaAons

 in
our
district.

    • Upper
Level

 Course
Work
 •  Juniors
and
Senior
level
 students
in
2nd
or
 subsequent
years
of
ELL
 services
can
be
excused
from
 2
of
the
4
hours
of
ELL
 coursework.
 – Pre‐reqs
include
graduaAon
 track
and
successful
AIMS
 scores.

    • College
Bound!
 •  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.

    • Family
Involvement
 •  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
 classroom
teacher

    • Family
Involvement
 •  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

 seing.

    • Family
Involvement

 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
 T celebraAon
for
several
hours
aber
school.
 •  arents
are
encouraged
to
share
foods,
cultures,
and
set
up
 P tables
for
the
fair.

    • Prop
300
 •  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
 cannot
intervene.

    • Prop
300

 The
Clerical
Police
 •  Prop
300
makes
counselors
 and
school
staff
the
clerical
 police
based
on
the
 informaAon
gathered
 during
the
registraAon
 process
at
schools
in
 Arizona.

    • Prop
300
 •  A
posiAve
impact
for
this
proposiAon
is
that
 there’s
more
Ame
on
task
learning
for
English
 language
in
the
school.

    • Scholarship
OpportuniAes
 •  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.

    • ReflecAon
 •  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.

    • ReflecAon
 •  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.

    • ReflecAon
 •  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
 students.

    • Devon
Christopher
Adams
 www.dcamd.com