The Georgia Department of Education determines the state-approved delivery models for ESOL instruction. These are outlined in State Board of Education Rule IDDG 160-4-60.02 Language Assistance: Program for English Learners. The information below outlines the Cobb articulation of the delivery models of ESOL instruction. The choice of ESOL delivery model is under the discretion of the local school principal and often is determined by local school needs. Whether or not the delivery model will generate ESOL FTE segments is dependent upon State guidelines and the manner in which the delivery model is carried out by the local school. (See the ESOL Blog category "FTE" for more details.)
Pull-Out: (elementary only) ELs are taken out of a general education class for the purpose of receving small group language instruction from the ESOL teacher. If the EL is being removed from a content area period such as math, ELA, social studies or science, then the ESOL teacher must focus on that content. For this model the ESOL teacher must be highly qualified in Early Childhood Education as well as ESOL.
Push-In: ELs remain in their core academic class where they receive content instruction from the content area teacher and targeted language instruction from the ESOL teacher.
Cluster Center: (middle and high school only) ELs who qualify for Intensive English Language Newcomer Program services and who are not districted for a school that provides the newcomer program, are bussed to an IEL Center school location. See the IEL category for more information and school locations.
Scheduled: ELs at the middle and high school level are provided ESOL instruction in a class comprised solely of active ELs. This class may be an ESOL support course (55. courses) or sheltered content courses. The teacher in the content course must be highly-qualified in the content area and in ESOL. Cobb has created specific course numbers for all sheltered content ESOL courses for the middle school and high school levels.
Resource center / laboratory: Students receive language assistance in a group setting supplemented by multimedia materials.
Innovative: The innovative model is one which has been approved in advance by the GaDOE through a process described in the GaDOE ESOL/Title III Resource Guide.
Consultative: (Note: This model is NOT a state-approved delivery model and does NOT generate ESOL FTE funding.)
A Language Assistance Committee at the local school has determined that the student does not require daily, direct ESOL support services. The student's progress is still monitored every grading period and a Monitoring Form completed by all of the student's teachers. If an IEP Committee has made this determination, it must be noted in the EL's IEP and the ESOL teacher must have been a member of the committee making this determination. While this model does not generate ESOL FTE funding, it does ensure ESOL support services in keeping with federal law.