How Are Student Groupings Determined In Arizona Sei Program Models?

The classification of a student as an English Language Learner (ELL) is primarily determined through a systematic process. To initiate this classification, when parents report that their child’s primary language at home is other than English, the student typically undergoes an English Language Proficiency (ELP) assessment, often referred to as a “screener.” This assessment evaluates the student’s English language skills. If the results of the ELP assessment indicate that the student does not demonstrate proficiency in English, they are officially classified as an ELL. This classification process helps identify students who may benefit from additional language support and services to enhance their English language proficiency.

The process of determining eligibility for Arizona’s English Language Learner (ELL) program involves two key steps: identification and assessment of student progress. School districts employ a comprehensive approach to identify ELL students, which begins with a home language survey. This survey helps identify students who may require additional English language support. Following this initial step, students undergo an English language proficiency test to evaluate their language skills. If a student is determined to be not proficient in English based on the assessment results, they are then enrolled in the ELL program. This multistep process ensures that students in need of language support are correctly identified and provided with the necessary resources to enhance their English language proficiency.

Arizona’s Language Development Approach is built upon four fundamental principles that underpin effective language instruction. These principles encompass research-based instruction, scaffolded learning, developmentally appropriate techniques, and culturally and linguistically responsive strategies. Research-based instruction is a cornerstone, signifying that the teaching methods employed are rooted in rigorous research and evidence-backed practices, ensuring the highest quality of education for language development. Scaffolded learning supports students in their language journey by gradually increasing complexity and support as they progress. Developmental appropriateness tailors instruction to meet the unique needs and abilities of learners at various stages of development. Lastly, cultural and linguistic responsiveness emphasizes the importance of acknowledging and incorporating diverse cultural and linguistic backgrounds to create an inclusive and effective language learning environment. These four principles collectively form the foundation of Arizona’s Language Development Approach, facilitating a comprehensive and impactful language education program.