Cobb County ESOL

IEL Forms 2011-2012

The Intensive English Language (IEL) Program is a unique intervention offered by Cobb County School District (CCSD) designed to prepare eligible students for their transition to the mainstream curriculum. The primary goal of the Intensive English Language (IEL) program is to provide short-term intensive English support for students new to CCSD with little to no proficiency in English as their second language. IEL program instruction is provided in a self-contained classroom integrating basic needs and social English with academic content and language. Upon completion of the IEL Program, students transition into a combination of ESOL and regular education classes. Questions concerning the IEL Program should be directed to Greg Clark, IEL Program Coordinator, at Gregory.Clark@cobbk12.org.

Forms for the IEL Program include:

IEL Placement Form:

 This form is used to determine placement in the IEL Program  Download IEL-Placement-Form-2012 

 IEL Parent Notification Letter: This letter should be sent/given to parents, once it is determined that their child qualifies for IEL placement. Please make sure to complete the form as double-sided with English on one side and the parents' preferred language on the other side.

English:    Download IEL-PN-letter-2012-English

Chinese:     Download IEL-PN-Letter-2012-Chinese

Japanese:    Download IEL-PN-Letter-2012-Japanese

Korean:     Download IEL-PN-Letter-2012-Korean

Portuguese:     Download IEL-PN-Letter-2012-Portuguese

Spanish:     Download IEL-PN-Letter-2012-Spanish

Vietnamese:     Download IEL-PN-Letter-2012-Vietnamese

IEL Waiver Form: Parents have the right to refuse IEL Services. This form must be completed by the ESOL teacher and signed by the parent. The child will then be placed in ESOL classes.

English:     Download IEL-Waiver-2012-English 

Chinese:     Download IEL-Waiver-2012-Chinese 

French:     Download IEL-Waiver-2012-French 

Korean:     Download IEL-Waiver-2012-Korean 

Portuguese:     Download IEL-Waiver-2012-Portuguese

Spanish:     Download IEL-Waiver-2012-Spanish

Vietnamese:      Download IEL-Waiver-2012-Vietnamese

IEL to ESOL Program Form: This form is to be used when IEL students are to be transitioned into the regular ESOL program. The form is to be completed by the IEL teacher or ESOL lead teacher and sent via county mail to the IEL Program Coordinator (at Oakwood/ESOL) for approval. 

Elementary School in English:  Download May_2012_form_iel-to-esol_exit_es-english

Middle School in English: Download May_2012_form_iel-to-esol_exit_ms-english

High School in English:  Download May_2012_form_iel-to-esol_exit_hs-english

As with all ESOL forms, please be sure to follow the instructions on the form regarding the required distribution of the original and copied forms.

 

What is IEL?

 Intensive English Language Program

The Goal:

The primary goal of the Intensive English Language (IEL) program is to provide short-term intensive English support for the newly-arrived immigrant students. This is a self-contained concept that integrates survival English with academic content. Basic social English is acquired as well as the academic vocabulary to ensure success in the content area. Students transition from pure language acquisition for social interaction to language acquisition for academic achievement. In order to fully operationalize this goal the Cobb County School District (CCSD) offers IEL services to elementary, middle and high school students who score below the minimum proficiency level on the WIDA Assessment Placement Test (W-APT). These students are eligible for intensive language classes for a maximum of two semesters or during the first nine months of their enrollment in school. They may then transition to ESOL classes for continued services.

The Program Model:

The model adopted by the CCSD is one of a school-within-a school. The locations for these centers are determined based on the density of the English Language Learners (ELLs), resources for language acquisition and content support, and transportation considerations. Students attend schools with native English-speaking students, but for the major part of their school day (75%) are instructed in classes that are structured to maximize language learning and content knowledge. Although scheduling options vary by grade clusters and sites, students should receive classes focusing on social and academic language acquisition and additionally a sheltered or a highly supported class from the academic area that utilizes the school’s highly qualified resources and staff. During the minor portion (25%) of the students’ school day they attend mainstream classes with their native English-speaking peers. These classes may include art, music, drama, technology, native language literacy, physical education, math, or other similar courses. Students also attend homeroom and eat lunch with native English speaking students.

Personnel Considerations:

IEL educators must hold the ESOL endorsement or certification and grade level/content area certification. They are trained on the IEL curriculum and instructional materials that have been developed and refined since the program’s original inception and implementation in the fall of 2000.  Preferably, these educators will have newcomer experience.

For 2011-2012:

For the 2011-2012 school year IEL centers the district will have IEL programs at six high schools, seven middle schools and eleven elementary schools.

IEL Sites and Centers for 2011 - 2012

IEL Overview Letter

Listed below is a letter that IEL teachers can send home to parents to provide a more in depth explanation of the IEL Program. Make sure to send with English on one side and the selected language on the other.

English: Download IEL Overview Parent Letter-Revised.08-2009-1

Chinese: To be posted 9/15/09

Japanese: To be posted 9/15/09

Korean: Download IEL Overview Parent Letter.KOREAN.09-2009

Portuguese: Download IEL Overview Parent Letter. PORTUGUESE.09-2009

Spanish:  Download IELOverview.Parent Letter.SPANISH.09.2009

IEL Program Guidelines

Intensive English Language Program

The Intensive English Language (IEL) Program is a unique intervention offered by Cobb County School District (CCSD) designed to prepare eligible students for their transition to the mainstream curriculum.  The primary goal of the Intensive English Language (IEL) program is to provide short- term intensive English support for students new to CCSD with little to no proficiency in English as their second language. IEL program instruction is provided in a self-contained classroom integrating survival English with academic content. Basic social English is acquired as well as the academic vocabulary to ensure success in the content area. Students transition from pure language acquisition for social interaction to language acquisition for academic achievement. In order to fully operationalize this goal, CCSD offers IEL services to middle and high school students districtwide and to elementary school students in selected schools. IEL students are eligible for intensive language classes for a maximum of two semesters during the first nine months of their enrollment in school. They may then transition to ESOL classes for continued services as well as instruction in mainstream classes.

The Traditional CCSD Program Model for Middle and High Schools:  The middle and high school model adopted by the CCSD has the following characteristics:

• It is based on a school-within-a school model. The locations for these centers are determined based on the density of the English Language Learners (ELLs), resources for language acquisition and content support, and transportation considerations.
• Students attend schools with native English-speaking students, but for the a major part of their school day (75%) they are instructed in classes that are structured to maximize language learning and content knowledge, often across grade bands
• During the minor portion (25%) of the students’ school day, they attend mainstream classes with other native English-speaking students. These classes may include art, music, drama, technology, native language literacy, physical education, math, or other similar courses. Students also attend homeroom and eat lunch with native English speaking students.

IEL Elementary School Program Model:  There are IEL programs at ten elementary sites serving grades three, four and five. As the number of ELLs significantly increases at elementary schools, the District hopes to expand the scope of IEL support to these schools and their ELLs.  With consideration given to the nature of the elementary child, the following plan is recommended for elementary schools:

• IEL services are offered to the IEL elementary student for at least 50% of the school day
• For scheduling purposes, grades four and five may be scheduled for one approximate 50% service block and grade three as an additional  service block of approximately 50% of the day
• All efforts should be given to include IEL students in their academic content areas
• IEL students are assessed every grade reporting period for possible exit from the program and transition to ESOL
• Elementary schedules could be impacted by IEL scheduling during the language arts block, the math block or during specials.

Assessment of English Language Proficiency

Initial eligibility:  Under State Board of Education Rule 160-4-5, all students whose parents have indicated on a Home Language Survey that a language other than English is spoken in the home or by the student, must take an English language proficiency test to determine eligibility for the English to Speakers of Other Languages Program (ESOL) or alternative placement for language assistance.  So defined, students new to CCSD who are non-English language background shall be administered a screening test, known as WIDA-ACCESS Placement Test (W-APT), to determine their English language skills.  Students scoring at Level 1 with two or more indicators (see Table 1) are eligible for IEL service at an IEL middle or high school center.  Similarly, students attending one of the ten IEL elementary sites, are also be eligible for IEL services.  See Rubric for Initial IEL Placement in Table 1 below.

Table 1.  Rubric for Initial IEL Placement  Students receiving two or more checks in the PL 1 column, which includes possibilities from the four domains assessed on the W-APT and interrupted schooling, are eligible for IEL service as described above.

	PL 1	PL 2	PL 3	PL 4	PL 5
Domain
Listening
Speaking
Reading
Writing
6 months or more of no schooling in the last 2 years

Continuing eligibility: All students receiving IEL program services shall be administered the ACCESS for ELLs assessment to determine progress.  Students scoring at Level 2 or higher are eligible for IEL program exit and continued language assistance through the ESOL program.  Students scoring below Level 2 may continue to receive IEL program services for up to nine months from the time of entry into the IEL program.  Following this preparatory period, IEL students in need of continued language assistance will transition to the ESOL program.

IEL Meeting Minutes: May 29 - 30

As presented by Wayne Craven and hosted by East Cobb Middle School

May 29, 2008

I. Overview of current IEL program

II. Introduction of new IEL program model for ES, MS, HS

III. Specific discussion of Elementary issues and eligibility table (in process)

IV. New IEL program issues raised:

• Administration awareness of the 50% daily criteria
• Stress that eligibility must be based on Tier A of the ACCESS
• Students who have attended multiple schools within the past six months. Definition of interrupted schooling
• Offering of students who have already been released from middle and high school IEL programs be able to be called back into the program based on the new criteria
• Students who are unable to exit IEL after 1-2 years and a fast-track to RTI
• Allowance for professional judgment in individual cases where the specific eligibility criteria do not apply.
• Grade-level content
• Grading
• IEL report card

IEL Meeting Summary

A group of selected teachers, administrators and curriculum specialists met on March 18, 2008 at Timber Ridge Conference Center to review the current CCSD Intensive English Program and provide suggestions for the future. A summary of the meeting follows:

Click here for the agenda: Download agenda_for_ielv2.pdf

Click here to download a copy of the handout on the Graduation Rule: Download grad_rule_side_by_side.pdf

Announcement of Meeting

On March 18 a group of selected ESOL teachers will attend an all day meeting at Timber Ridge Conference Center in Mableton. During this session the current IEL model will be reviewed including curriculum, instructional materials. We also plan to discuss the expansion of the IEL program to selected elementary school sites.

Click here to download a copy of the agenda: Download agenda_for_ielv2.pdf