How is Arizona Revised Statute: 15.756.01: Structured English Immersion for English Language Learners being implemented within and across classrooms

In September 2006, the Arizona State Legislature passed House Bill 2064, an act including Arizona Revised Statute (ARS): 15.756.01: Structured English Immersion for English Language Learners. The statute created the English Language Learner Task Force in the Arizona State Department of Education. It was charged with creating Sheltered English Immersion (SEI) Models for use in all public schools in the state. A provision of the law is the requirement of a four-hour English Language Development (ELD) block for all students not reaching English proficiency as measured by the Arizona English Language Learner Assessment. A goal of the approved models was for students to reach proficiency in a period of time not to exceed one year. This paper explores the implementation of a Professional Learning Community of ELD teachers in an Arizona elementary school amidst the state's monitoring of ARS: 15.756.01. Both teacher efficacy and attitudes toward English Language Learners (ELL) and the English Language Development criteria are examined using surveys before and alter the action. Both quantitative and qualitative data were analyzed to measure any changes in efficacy and teacher attitudes across the study. Quantitative data results indicate no significant increase in teacher efficacy scores and attitude scales but results of qualitative data indicate change. The focus of this study was to provide a place for the ELD teachers to dialogue about their craft in a safe environment and to receive appropriate SEI professional development opportunities. Classroom observations were used to gather information on the type of instruction occurring during the ELD block. Finally, suggestions to mitigate implications of the law are discussed.