Tuba City Unified School District English Learner Program
The Gifted Education program offers gifted student identification, testing, specialized curriculum and instruction and appropriate services to challenge and enrich gifted student learning.
OUR MISSION
It is the mission of the English Learner (EL) Program at Tuba City Unified School District to empower students with the knowledge, skills, and confidence for social and academic success in English, through an inclusive program that values their native language and culture, provides necessary content and background knowledge, equips them with English language skills, and prepares them for post-secondary success.
Our Vision
To equip EL students with the knowledge, skills, and confidence to be socially and academically successful in English.
Contact for more information:
Phylliberty Peacock, EL Coordinator
Email: ppeacock@tcusd.org
O: (928) 283-1163
C: (928) 461-6518
English Learner Definitions
EL or ELL
EL, or ELL, are acronyms that refer to a specific group of students and/or the instructional services schools provide to them. EL means English Learner. ELL means English Language Learner. The services schools provide to the EL, or ELL, group of students are called EL Services.
Bilingual education/native language instruction
Bilingual education/native language instruction- A language acquisition process for students in which much or all instruction, textbooks, or teaching materials are in the child’s native language other than English.
English language classroom
English language classroom- A classroom in which English is the language of instruction used by the teaching personnel, and in which such teaching personnel possess a good knowledge of the English language.
English learner or limited English proficient student
English learner or limited English proficient student- A K-12 student for whom upon initial assessment using the Arizona-approved state language assessment has not demonstrated enough English proficiency in the domains of listening, reading, writing and speaking necessary to succeed in the school’s mainstream instructional program.
Sheltered English immersion or structured English immersion
Sheltered English immersion or structured English immersion- An English language acquisition process for young children in which nearly all classroom instruction is in English but with the curriculum and presentation designed for children who are learning the language. Books and instructional materials are in English and all reading, writing, and subject matter are taught in English. Although teachers may use a minimal amount of the child’s native language, when necessary, no subject matter shall be taught in any language other than English, and children in this program learn to read and write solely in English.
This educational methodology represents the standard definition of “sheltered English”, or “structured English” found in educational literature.
Identifying Students who Require English Learner Services
It is important to understand the responsibilities tied to running an EL program and ensuring that students are properly identified, provided EL services, and monitored for English language and academic content growth and proficiency. Below is a flow chart demonstrating the cycle of EL services, from identification to reassessment and the corresponding activities.
Identification of Primary or Home Language Other than English
There are few ways students become eligible for English Learner Services:
1. The responses to the Home Language Survey (HLS) are used by the school to provide the most appropriate instructional programs and services for the student. The HLS must be completed by a parent/guardian during initial enrollment of a student in the LEA/school. The answers on the HLS will determine if a student will be administered an English language proficiency assessment. Parent(s)/Guardian(s) must respond to each of the three questions as accurately as possible. If they need to correct any of the responses, this must be done before the student takes the English language proficiency assessment (AZELLA Placement Test).ent is entitled to EL services and shall be placed in an EL Program
2. English Learners with Previous AZELLA History
If the student has a previous AZELLA history upon enrollment in a new school. In some cases, students may enroll at a new LEA who:
- have completed the HLS form with all English responses, but were identified as an EL at the previous LEA and have not yet obtained an Overall Proficient score on the AZELLA
- missed the previous Spring AZELLA Reassessment window and now have outdated AZELLA results
- were identified as an EL, never obtained an Overall Proficient score on the AZELLA, and were withdrawn due to SPED criteria (which is no longer allowable per 2017 federal guidance)
These HLS questions are in compliance with state and federal requirements:
a. What language do people speak in the home most of the time?
b. What language does the student speak most of the time?
c. What language did the student first speak or understand?
Students with a response other than English or American Sign Language (ASL) on the HLS, and who have no prior AZELLA history, shall be administered the AZELLA Placement Test.
Any student with a response of a language other than English or American Sign Language on the HLS questions (and who have no prior AZELLA history shall be administered an AZELLA Placement Test.
- Proficient Score: the student is considered Initial English Fluent Proficient (IFEP); no services or documentation is required
- Pre-Emergent/Emergent, Basic, or Intermediate Score: the student is entitled to EL services and shall be placed in an EL Program
2. English Learners with Previous AZELLA History
If the student has a previous AZELLA history upon enrollment in a new school. In some cases, students may enroll at a new LEA who:
- have completed the HLS form with all English responses, but were identified as an EL at the previous LEA and have not yet obtained an Overall Proficient score on the AZELLA
- missed the previous Spring AZELLA Reassessment window and now have outdated AZELLA results
- were identified as an EL, never obtained an Overall Proficient score on the AZELLA, and were withdrawn due to SPED criteria (which is no longer allowable per 2017 federal guidance)
AZELLA Tests
There are two Arizona English Language Learner Assessments (AZELLA) tests.
1. The first is the AZELLA Placement test. The Placement test is usually administered in the fall but can be administered anytime a new student enrolls in the district, if applicable. The AZELLA Placement test will identify the student’s English language proficiency. If the Placement test score indicates the student is proficient in English, the student is not entered into the EL program. However, if the Placement test results show the student is not English proficient, ADE will use that score to enter, or “place”, the student into the EL program.
2. The second is the AZELLA Reassessment test. Once identified EL, the student will receive academic supports related to English language development and will take another AZELLA test, the Reassessment test, during the spring semester. The AZELLA Reassessment test will give the student the opportunity to demonstrate English language proficiency after receiving the instruction and supports associated with the Placement test’s EL identification.
When the student scores “proficient” on the AZELLA Reassessment Test, the student exits the EL program, because the demonstrated need for academic language services is no longer evident.
The Alt ELPA is an alternate English language proficiency assessment designed for English learners with the most significant cognitive disabilities. Students must be determined eligible for alternate assessment by the IEP team.
Structured English Immersion Requirements
The Arizona State Board of Education is charged with developing and adopting research-based models of SEI programs to be used in LEAs in Arizona. Arizona Revised Statute (A.R.S.) §15- 756.01 requires that the models include a minimum of 120 minutes daily/600 minutes weekly/360 hours yearly of ELD for grades K- 5, and a minimum of 100 minutes daily/500 minutes weekly/300 hours yearly of ELD for grades 6-12.
Arizona has several other relevant policies in place that pertain to educating ELs. These include the following:
- Arizona law requires schools to teach English and requires materials and subject matter instruction to be in English (A.R.S.§15-751 and A.R.S. §15- 752. English language education).
- Arizona law requires ELs to be grouped together in an SEI setting (A.R.S. §15- 751. Definitions, 5).
- Arizona state law requires cost efficient, research-based models that meet all state and federal laws (A.R.S. §15-756.01).
Parent Notification and Consent
Once a student is identified as an EL per the AZELLA, he/she qualifies for placement in an EL program. Per ESEA section 1112(e)(3)(A-B), LEAs must notify parents of their student’s placement in a language instruction educational program. The Parental Notification and Consent Form (PNC) is an annual form used to notify parents that their student has qualified for EL services and will be placed in an EL program. The PNC also informs parents of the EL program details and who is providing services along with their parental rights to refuse such services.
Parent Withdrawal
Once parents receive notification that their student is placed in an EL program, they have the right to withdraw their student from the EL program. The request to withdraw their student from EL services must be initiated by the parent and a consultation must occur to provide the parent with information regarding the student’s progress, programs of instruction available, and to allow the parent to make an informed decision to opt out of EL services or have the student remain in the EL program. The parent must also be informed that their student maintains EL status and will continue to take the Spring AZELLA Reassessment until he/she scores Overall Proficient and no longer has an EL status.
English Learner Program Services
The Arizona State Board of Education identified four research based Structured English Immersion (SEI) models school districts can choose from to meet their EL students’ instructional needs. Tuba City Unified School District primarily uses the Pull-Out SEI Model.
Using the Pull-Out model to provide language services and instruction means:
Parent & Guardian Family Engagement
The EL Program hosts Family Engagement nights throughout the school year. The intent of these engagements is to share with families what kind of services and instruction their students receive at school, discuss AZELLA data, and identify tips for practicing language proficiency strategies at home.
The engagement nights provide an opportunity to bring elementary, middle school and high school teachers together to share:
- How they make their classroom instruction more relevant for their English Learners
- What teaching strategies look like for their ELs
- Gives teachers an opportunity to share tips and strategies families can work on at home to practice academic language development
- Give the EL Program a chance to build community with families we serve and share more about the
There are scheduled EL Family Engagement nights at each of the campuses for all K-12 EL Students and Families. Each is scheduled to take place from 5:30-6:30pm. Additional information will be sent home and provided prior to the meetings.
Tentative Dates:
- September 25 – TCJHS
- November 6 – TCES
- December 4 – TCHS
- January 8 – TCJHS
- March 5 – TCES
- May 14 – TCHS
Advantages of the English Learner Program Services:
Highly Qualified Teacher to provide English Language Instruction.
Instruction designed to develop student proficiency in listening, speaking, reading, and writing the English Language.
Specialized English Language skills and strategies are taught to assist students in their core content courses.
Provide students with the knowledge, skills, and confidence to be successful socially and academically.
Specialized academic support in all classes.
Parent Meetings that provide information, training, and more.
EL Students are provided testing accommodations for state standardized testing
HISTORICAL OVERVIEW
Legal and Historical Information
Title VI of the Civil Rights Act of 1964: “National Origin Discrimination against Persons with Limited English Proficiency (LEP)” provided federal and state accountability in regard to LEP services. Guidance from the federal government in subsequent years (2000, 2001, 2002, 2003 and 2004) further clarified compliance standards.
Bilingual Education Act (1968): In 1968, Congress amended the Elementary and Secondary Act (ESEA) of 1965 by adding federal aid for educational programs, teacher training, development of instructional materials, and promotion of parent involvement. Eventually, the law was revised under the reauthorization of ESEA and No Child Left Behind to provide a formula-grant program to the states to promote English acquisition and academic growth and achievement for ELs.
Lau v. Nichols (1974): The court deemed San Francisco’s school systems had violated Title IV of the Civil Rights Act of 1964 which prohibits discrimination on the basis of race, color, or national origin in programs that receive federal funding. This directed school districts to take steps to help ELs overcome language barriers and to ensure that they can participate meaningfully in the public schools’ educational programs.
Following the Lau decision, Congress passed the Equal Educational Opportunities Act (1974) protecting the rights of all students by ensuring they receive equal educational opportunities. Section 1703(f) of the Equal Educational Opportunities Act of 1974 requires state educational agencies (SEAs) and local education agencies (LEAs) to take action to overcome language barriers that impede English language learner (ELL) students from participating equally in state and district educational programs.
Proposition 203, passed by the voters of Arizona in 2001, set forth specific legal mandates and establishment of Article 3.1, Chapter 7, in Arizona Revised Statutes. This, along with the consent order and stipulation reached through the lawsuit, Flores v. State of Arizona, combined to change funding, curriculum and instructional delivery systems for ELL students.
HB2064, passed by the Arizona legislature, became law in 2006. The provisions of the bill that applied to Arizona Revised Statutes, Article 3.1, English Language Education for Children in Public Schools A.R.S. § 15-751 through 15-757 were codified into law. In addition, this also affected A.R.S. § 15.241 and made appropriations.
The AZ ELL Task Force, established by HB2064, developed and adopted research-based models of SEI instruction, annually reviewed the models for effectiveness, and established procedures for determining incremental costs for the SEI models.
The Arizona State Board of Education (SBE) was transferred the authority, powers, duties and responsibilities of the AZ ELL Task Force which was dissolved in 2013. The SBE “shall adopt and approve research-based models of structured English immersion for school districts and charter schools to use.” (A.R.S. § 15-756.01)
The federal reauthorization of the Elementary and Secondary Education Act (ESEA) of 2015 aligned federal education resources by investing in reformed ESEA focused on raising academic achievement by allowing states and districts more flexibility to invest resources where they will have the greatest impact.
Reauthorization of the Elementary and Secondary Education Act
ESEA Title III (Sec. 3115 (a)) requires that LEAs develop and implement language instruction educational programs for elementary and secondary school programs based on methods and approaches that are scientifically researched and proven to be the best in teaching the limited English proficient student.
SB1014 was passed by Arizona legislature in 2019 which directed the SBE to adopt and approve evidence-based and research-based models that include a minimum amount of English language development per the approved 120 minutes per day, 600 minutes per week, or 360 hours per school year for pupils in kindergarten through grade 5; and 100 minutes per day, 500 minutes per week, or 300 hours per school year for pupils in grades 6 through 12. SB1014 also allowed school districts and charter schools to submit SEI models and alternative English instruction for approval by the SBE (based on the SBE-established framework for evaluating research-based models).
In 2019, Arizona’s Language Development Approach (LDA) was adopted by SBE. It is the foundational understanding that EL students are valuable members of our education community, and all individuals at every level within the educational system have an active role in ensuring their success and achievement. Surrounding this core belief are four principles which reflect research-based and non-negotiable components of a comprehensive instructional program for Arizona’s ELs leading to attained English proficiency and academic access and achievement.