Cobb County ESOL

ES ESOL Scheduling Guidelines

Cobb County ESOL Curriculum & Instruction
Elementary School

Scheduling Guidelines

Elementary school ESOL schedules are determined by the local school. Given the different school sizes, needs and ESOL student populations across the district, schedules will vary from school to school. There are general guidelines, however, that should be used to develop a schedule that best meets the needs of the ESOL students and the overall school plan.

Remember…by law, all identified ESOL students must receive some type of English language support services by a highly-qualified ESOL teacher.  ESOL FTE segments, however, may only be earned for ELs who are receiving ESOL services through one of the State-Approved Delivery Models of Instruction. ELs who are monitored or ELs whose parents have completed the Annual Parental Waiver of ESOL Services, may not be scheduled to receive ESOL support services. (ESOL-monitored students are those who have officially exited from the ESOL Program and, according to NCLB, must be monitored for two years.)

General Considerations for Scheduling

• Group students by English proficiency and literacy levels, not just by grade level.
• Cluster ESOL students in classes in order to allow more efficient scheduling of ESOL services.
• Combine students within age-appropriate groups, such as Grades K/1, 2/3, or 4/5. You may form groups with mixed-proficiency levels, but pull beginning-level students separately. (In schools with an IEL Program this already should happen for grades 3 – 5.)
• ESOL students with the lowest level of English proficiency need and should receive the maximum ESOL instructional time possible.
• Students should not be pulled from content area instructional blocks (math, science, ELA, social studies, reading) UNLESS the ESOL teacher is highly qualified in Early Childhood and will provide ESOL services through that content area on that grade level during this segment of instruction.
• Using data, choose the instructional model that best meets the needs of students and fits the schedule of the ESOL teacher/s. Keep in mind that both the pull-out and the push-in models offer advantages. Using a combination of the two models for the same group of students is beneficial for students who are struggling with language and content. Push-in allows the ESOL teacher to collaborate within the classroom setting; pull-out allows the ESOL teacher to provide more focused, specialized instruction. For beginners, the pull-out instruction is recommended. Push-in is most effective with students of higher proficiency levels as they are better able to comprehend academic language and more easily participate in classroom discourse.
• When possible, ESOL teachers should attend grade-level planning meetings. If there is only one ESOL teacher at a school, the teacher should rotate meeting with different grade levels throughout the year.
• Remember: there is no one single approach to scheduling ESOL classes. Consult school staff - including administrators, classroom teachers, other specialists - and your ESOL colleagues at the Central Office for assistance. Always work to provide a schedule that will best meet the language acquisition and overall academic needs of the ESOL students.

• As ESOL teachers design their schedules, they should use language and achievement data to make instructional placement decisions. Teachers should analyze the following:
  • Number of students at specific English language proficiency levels (W-APT or ACCESS scores)
  • Number of ESOL students at specific grade levels
  • Literacy levels and achievement data
  • Additional program services needs of student (EIP, special ed, gifted)

Generating ESOL FTE Segments

The following requirements must be met in order for the language support services offered by the ESOL teacher to generate ESOL FTE segments:

Grades K–5 ESOL: Minimum Requirements for ESOL Segments

• ESOL students in grades K - 3 must receive DAILY a minimum of 45 minutes of ESOL instruction from the ESOL teacher. These students may receive as much ESOL instruction as needed, but only 1 segment may be counted for ESOL FTE.

• ESOL students in grades 4 – 5 must receive DAILY a minimum of 50 minutes of ESOL instruction from the ESOL teacher. These students may receive as much ESOL instruction as needed, but only 2 segments of 50 minutes may be counted for ESOL FTE.

MS ESOL Scheduling Guidance

Cobb County ESOL Curriculum & Instruction
Middle School Scheduling Guidelines

Click here to download this document: Download CCSD MS ESOL Scheduling and Delivery Models

Middle school ESOL schedules are determined by the local school. Given the different school sizes, needs and ESOL student populations across the district, schedules will vary from school to school.  However, there are some general guidelines that should be used to develop a schedule that best meets the needs of the ESOL students and the overall school plan.

Remember…by law, all identified ESOL students must receive some type of English language support services.  ESOL FTE segments, however, may only be earned for ELLs who are receiving ESOL services through one of the State-approved Delivery Models of Instruction. ELLs who are monitored and ELLs whose parents have completed an Annual Parental Waiver of ESOL Services may not be scheduled in an ESOL class. (ESOL-monitored students are those who have officially exited from the ESOL Program and according to NCLB must be monitored for two years.)

General Considerations for Scheduling

• Consider grouping students by English proficiency and literacy levels, not just by grade level.
• Cluster ESOL students in classes/teams in order to allow more efficient scheduling of ESOL services. This will allow a school to provide inclusionary support.
• ESOL students with the lowest level of English proficiency need and should receive the maximum ESOL instructional time possible. For middle school, that is TWO segments.
• All ESOL students should receive content area instruction for math, science, ELA, social studies with a teacher highly qualified in that content area.  The courses ESOL Grade 6, ESOL Grade 7 and ESOL Grade 8 do NOT substitute for any content area course. (ELLs served through the IEL Program have different scheduling requirements.)
• Using data, choose the instructional model that best meets the needs of the students and fits the schedule of the ESOL teacher/s. Keep in mind that both the sheltered and the push-in teaching models offer advantages. Using a combination of the two models for the same group of students may also be beneficial for students who are struggling with language and content. Push-in allows the ESOL teacher to collaborate within the classroom setting; sheltered allows the ESOL teacher to provide more focused, specialized instruction in a specific content area or in an ESOL language support climate. For beginners, sheltered instruction is recommended. Push-in is most effective with students of higher proficiency levels as they are better able to comprehend academic language and more easily participate in classroom discourse.
• When possible, ESOL teachers should attend grade-level and content team planning meetings. If there is only one ESOL teacher at a school, the teacher should rotate meeting with different teams throughout the year.
• Remember: there is no one single approach to scheduling ESOL classes. Consult school staff - including administrators, classroom teachers, other specialists - and your ESOL colleagues at the Central Office for assistance. Always work to provide a schedule that will best meet the language acquisition and overall academic needs of the ESOL students.

• As ESOL teachers design their schedules, they should use language and achievement data to make instructional placement decisions. Teachers should analyze the following:
  • Number of students at specific English language proficiency levels (W-APT or ACCESS scores)
  • Number of ESOL students at specific grade levels
  • Literacy levels and achievement data
  • Additional program services needs of student (remedial, special ed, gifted)

Scheduling FAQs

When can ESOL FTE segments be generated?

 ESOL FTE segments can only be generated during the school day and during instructional periods. Thus, any ESOL services that are being provided before the school day officially begins or ends OR during lunch can NOT generate ESOL FTE segments. While it is commendable that the school is providing additional support to its ESOL students, this support cannot generate ESOL FTE segments, nor can the cost of the teacher’s time come from the ESOL teacher allotment. The cost of the teacher can be covered by the school’s 20-day money.

What type of services/delivery models generate ESOL FTE segments?

 ESOL FTE segments can only be generated from classes that meet the criteria of the state-approved delivery models for ESOL. No one in our school district has the authority to approve the generating of ESOL FTE segments through any other model, other than those approved by the state. The state-approved delivery models are as follows:

1.) Pull Out: The ESOL students are pulled from the regular classroom to receive ESOL language support in a small group model. (elementary only)

2.) Push-In: The ESOL teacher goes into the regular classroom to provide English language support services to the ESOL students. The content teacher focuses on content, and the ESOL teacher focuses on language. There are TWO teachers in the class for the ENTIRE class period.

 3.) Cluster Center: The ESOL students are transported from their home school to another school for ESOL instruction. (This only applies to selected middle schools and high schools that provide Intensive English Language (IEL) instruction to newly arrived students who qualify for these services based on W-APT scores.)

 4.) Resource Center: Not used in Cobb.

 5.) Scheduled Class: The ESOL students are scheduled in an ESOL course with an ESOL course number.  ALL students in the room must be identified as ESOL-active. NO ESOL – monitored or regular students are permitted in the class.

 6.) Innovative (formerly known as alternative): This model is one that is submitted by CCSD and approved by the GADOE Title III office. Currently in Cobb, only Belmont Hills Elementary School has an approved innovative model.

How many minutes of instruction constitute a segment and how many segments can be earned for ESOL?

The state also establishes the requisite number of minutes of ESOL services that may generate an ESOL segment for each grade level. These are as follows:

 K – 3^rd: maximum of 1 segment, must be at least 45 minutes

4^th – 8^th: maximum of 2 segments, each must be at least 50 minutes in length

9^th – 12^th: maximum of 5 segments, each must be 55 minutes in length

(A daily block class of 90 minutes on MS or HS levels may generate 2 segments.)

What is the ESOL class size maximum?

With one ESOL teacher in the classroom

K – 3^rd = 11

4^th – 8^th = 14

9^th – 12^th = 18

With two teachers (one ESOL, one regular ed) or one ESOL teacher and parapro:

K – 3^rd = 13

4^th – 8^th = 15

9^th – 12^th = 20

It should be noted, however, that Cobb has  a Board-approved, class size waiver on file with the Georgia Department of Education that allows us flexibility with the numbers listed above. Thus, we are permitted to increase the above numbers by three.  Additionally, for FTE purposes the class size maximums are calculated by a district average. Therefore,  if a class is over by one student, the school may still count the ESOL FTE segments for that section.

 How can ESOL teacher allotments be utilized?

Schools have received ESOL teacher allotments or have been assigned an itinerant ESOL teacher. The allotments may only be used to provide ESOL language support services to identified ESOL students.  For example, if a school has three ESOL allotments and a full teaching schedule at the school is six class periods, the school should have at least 18 class periods of ESOL support.

 How can IEL teacher allotments be utilized?

 An IEL teacher allotment is an ESOL allotment that is provided to a school to address the unique needs of the lowest English proficiency level ESOL student who is new to the country. Since this population fluctuates greatly, the IEL teacher can and should be used to teach ESOL classes that have a combination of ESOL and IEL students, while also teaching IEL classes that serve ONLY IEL students. IEL students should not be segregated into IEL classes for the entire day. Best practice for scheduling IEL is as follows: IEL support for 50% of the day, a sheltered ESOL content class and a class that contains their native-English speaking peers. This class could be a connections/elective class or an ESOL push-in class.

 Our school’s ESOL population has increased from last year, can we receive an additional ESOL allotment?

We distributed all of the ESOL allotments that we received. Like other programs in the district, our allotments were reduced in an effort to balance the district’s budget. However, next Friday, August 26^th our department will conduct a Ten Day Count of all ESOL students in all schools and if it is determined that teachers must be shifted to ensure that all ESOL students are provided with ESOL support. Please ensure that you have schedules in place that serve all identified ESOL students.

Which students must receive ESOL support services?

ALL students who are determined to be eligible for ESOL program services must be provided with support services from an ESOL teacher. Preferably, these support services met the guidelines for ESOL FTE segments that allow the district to receive additional money from the state.

Do we still need to provide ESOL students who qualify for other program services with ESOL support?

ESOL students who qualify for additional program services (gifted, EIP, special ed) are entitled to and should receive ESOL and services from the other program.  This is the law. Per the OCR Enforcement Policy of 1991, ESOL students who qualify for additional program services should receive the program support services from both programs.

 What other laws must I keep in mind as I schedule ESOL students?

As you schedule your ESOL students, keep in mind that they must have exposure to their native-English speaking and non-ESOL peers during the instructional day. Segregating your ESOL students for the entire school day would be a serious violation of Title VI of the Civil Rights Act.

 

Scheduling and Class Sizes

Maximum Class Sizes for English to Speakers of Other Languages (ESOL) Classes

Excerpted from Rule 160-5-1-.08 Class Size

The FTE Users Guide describes a segment as one-sixth of the instructional day.

Please note: The CCSD BOE has a class size waiver on file with the state for 2012  - 2013 that allows the district to increase class size by 5. Bear in mind that class sizes are a system average and FTE can still be counted if the actual class size is over the maximum class size.

This minimum time varies by grade level as do minimum segment lengths:

Grades K-3 = 225 minutes a week; per day =   45 minute segments~1 segment per day
Grades 4-8 = 250 minutes a week; per day = 50   minute segments~up to 2 segments per day
Grades 9-12 = 275 minutes a week; per day = 55 minute segments~up to 5 segments per day

A block class of 90 minutes of daily instruction will count as 2 segments.

In addition, a segment consists of at least the minimum number of minutes required to earn a Carnegie unit in Grades 9-12.

Promotion, Retention and Placement

In accordance with the law (Section I, Part G, Guidelines to Satisfy Legal Requirements of Lau v. Nichols), ELs cannot be retained solely due to low English language proficiency.

If an ELL is retained in a grade, the LEA must be able to demonstrate that all appropriate modifications were made to instruction and assessment in order to allow ELLs meaningful access to the general curriculum as well as to promote second language learning. Lau v Nichols, 414 U.S. 563 (1974)

If an EL is recommended for retention because the student appears to have made little or no progress, schools must determine that the student has been enrolled in the school for an adequate period of time to ensure that the following conditions have been met:

• The student has received English language support commensurate with proficiency level.
• Mainstream teachers have made appropriate accommodations and have provided adequate differentiated lessons, assignments and assessments to meet the unique cultural and linguistic needs of the student.

ELs who have only been enrolled in school for less than a year may have spent 6 months or more in a "silent period" of language acquisition. Thus, students in the IEL program should NOT be retained unless there is documentation that retention is in the student's academic best interest and is primarily connected to developmental issues such as maturity.

When considering whether or not to retain an EL, schools should also bear in mind the following:

• ELs may not be retained as a strategy to "catch up" academically.
• Retention for primary grade levels of kindergarten and first grade should be based upon developmental issues such as immaturity.
• If ELs have been provided with appropriate accommodations and diferentiation and have not demostrated adequate progress, the student should be referred for the RtI process prior to a retention decsion.
• Notification of retention must be communicated to parents in a language that they understand AND an interpreter MUST be provided for the retention committee meeting.

If an ESOL student fails the math or reading portion of CRCT in grades 3, 5 or 8, he is to be provided with the opportunity to re-take those sections of the CRCT after remediation. If reading or math section is failed again, the student will be retained. However, the parent/guardian or teacher may appeal the retention and the principal or designee will form a Placement Committee to review the grade placement for the following year. It is highly recommended that a Placement Committee designated to review the placement of an ESOL student involve the ESOL teacher on the committee. 

Cobb County School District policy regarding the promotion, retention and placement of students can be found at http://www.cobbk12.org/centraloffice/adminrules/I_Rules/Rule_IKE.pdf

See below for additional recommendations regarding the review of the placement of an ESOL students:

Elementary School Schedules 2011-2012

Click on the link to download the excel file (template) and complete the schedule information for your school.

For any questions on how to fill out the information or submit the file please contact Catherine Porch or Damaris Cortes.

  Download ESOL Schedules template

ESOL Delivery Model Coding for Elementary School

Per State Student Reporting requirements, every identifed ESOL active student MUST be coded with an ESOL delivery model. These models are now grade level AND content area specific, thus, reflecting the content area in which the student is being provided with the federally-mandated English language support services. Any ESOL student who has beeen enrolled in your school, even if it has been for ONE day, must have an ESOL Delivery Model code attached to his/her name. Directions regarding the coding have been sent via email to local school clerical staff. Local school ESOL teachers should provide a list of all ESOL students to the clerk indicating the ESOL Delivery Model. If a student is being provided with services through more than one model, both models should be reflected in the coding.

The state-approved models used in Cobb for elementary are as follows:

Pull-out: The ESOL teacher pulls the ESOL students from the regular ed classroom in order to provide small group instruction. For this model, the ESOL teacher must hold Early Childhood certification in addition to the ESOL certification or ESOL endorsement.

Push-in: The ESOL teacher goes into the regular ed classroom to provide English language support services to the identified ESOL students in the class. While the teachers collaboratively instruct the class, this ESOL delivery model is NOT the same as the special ed inclusion model. In the ESOL model, the ESOL teacher focuses on LANGUAGE, while the regular ed teacher focuses on CONTENT.

Scheduled: In this model the ESOL teacher may be the grade level teacher of record for the class, however, for the segment of ESOL support services, the non-ESOL students leave the class for instruction with another teacher, while other ESOL students come into the class for their English language support services.

Innovative, State-Approved: This model of ESOL support is a model that has been submitted and approved by the state. Currently, ONLY Belmont Hills has this model. No other school should use these course numbers. 

Alternative: ESOL students receive English language support services, however, these services do NOT generate ESOL FTE segments. These services may be through tutoring or on a consulative basis. (Currently, we do NOT have a way to code this model. We will inform local schools as soon as we have a way to code this.)

No Services: The ESOL student is receiving NO English support services from an ESOL teacher. This would be students whose parents have initiated and completed the Annual Parental Waiver of ESOL Services.

Click here for the course numbers for ESOL Delivery Model: Download ES ESOL Delivery Course Master 2012

Cobb Articulation of State Approved Delivery Models

The chart 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.) Please note: The models below highlighted in blue are not State Approved models and thus, do NOT generate ESOL FTE segments. These models are utilized on a case-by-case basis in an effort to provide all Cobb ELs with English language support services as required by law.

Updated chart coming soon!

HS ESOL Scheduling Guidance

Cobb County ESOL Curriculum & Instruction
High School Scheduling Guidelines

Click here for a pdf of the entire document: Download CCSD HS ESOL scheduling and delivery models

High school ESOL schedules are determined by each school. Given the different school sizes, needs and ESOL student populations across the district, schedules will vary from school to school.  There are general guidelines, however, that should be used to develop a schedule that best meets the needs of the ESOL students and the overall school plan.

Remember…by law, all identified ESOL students must receive some type of English language support services.  ESOL FTE segments, however, may only be earned for ELLs who are receiving ESOL services through one of the State-approved Delivery Models of Instruction. ELLs who are monitored and ELLs whose parents have completed an Annual Parental Waiver of ESOL Services may not be scheduled in an ESOL class. (ESOL-monitored students are those who have officially exited from the ESOL Program and according to NCLB must be monitored for two years.) 

General Considerations for Scheduling

• Consider grouping students by English proficiency and literacy levels, not just by grade level.
• Cluster ESOL students in regular classes in order to allow more efficient scheduling of ESOL services. This will allow a school to provide inclusionary support.
• ESOL students with the lowest level of English proficiency need and should receive the maximum ESOL instructional time possible. For high school, that is FIVE segments.
• All ESOL students should receive content area instruction for math, science, ELA, social studies with a teacher highly qualified in that content area.  ESOL support courses do NOT substitute for any content area course. (ELLs served through the IEL Program have different scheduling requirements.)
• Using data, choose the instructional model that best meets the needs of the students and fits the schedule of the ESOL teacher/s. Keep in mind that both the sheltered and the inclusion teaching models offer advantages.  Using a combination of the two models for the same group of students may also be beneficial for students who are struggling with language and content. Inclusion allows the ESOL teacher to collaborate within the classroom setting; sheltered allows the ESOL teacher to provide more focused, specialized instruction in a specific content area or in an ESOL language support climate. For beginners, sheltered instruction is highly recommended. Inclusion is most effective with students of higher proficiency levels as they are better able to comprehend academic language and more easily participate in classroom discourse.
• When possible, ESOL teachers should attend departmental planning meetings. If there is only one ESOL teacher at a school, the teacher should rotate meeting with different departments throughout the year.
• Remember: there is no one single approach to scheduling ESOL classes. Consult school staff - including administrators, classroom teachers, other specialists - and your ESOL colleagues at the Central Office for assistance. Always work to provide a schedule that will best meet the language acquisition and overall academic needs of the ESOL students.

 

Elementary School Scheduling Tool

This is a generic scheduling tool to help ESOL teachers and administrators create ESOL class schedules at the elementary school level. 

Directions:

1. Under each grade level team header, put in the names of the general education teachers who have ESOL students in their classes. 

2. Then format the cells using the fill patterns in different colors to indicate when they have different activities, such as lunch, recess, and specials.  For example, you might use one color to show when each teacher has specials across the whole school. 

3. Then use another color for everyone's individual lunch times.  You can also select colors to show Math instructional time, Special Education instructional times, and other areas where you might not want to schedule ESOL classes. 

This will show you where there are openings available for ESOL classes, or if a particular grade level team may need to make adjustments to allow for an ESOL class to be scheduled.  This tool is designed to help you make schedules.  If you find it useful, please feel free to customize it to meet your needs.  You are not obligated to use this for scheduling if you prefer to do your scheduling another way.

Download Schedule Grid Tool

Enrollment Guidelines

Enrollment guidelines for ESOL students follow the general education rules. Therefore, students are eligible for enrollment in the appropriate general education programs if they have not reached the age of twenty (20) by September 1st or received a high school diploma or the equivalent. See O.C.G.A. § 20-2-150.

State Approved Delivery Models

Per Georgia State Education rule 160-4-5-.02 Language Assistance: Program for English Language, there are six approved delivery models for providing language assistance services to ELLs:

 

1. Pull-out model outside the academic block – students are taken out of a non- academic class for the purpose of receiving small group language instruction.

 

2. Push-in model within the academic block – students remain in their general education class where they receive content instruction from their content area teacher and language assistance from the ESOL teacher. (See guidance below)

 

3. A cluster center to which students are transported for instruction – students from two or more schools are grouped in a center designed to provide intensive language assistance.

 

4. A resource center / laboratory – students receive language assistance in a group setting supplemented by multi-media materials.

 

5. A scheduled class period – students at the middle and high school levels receive language assistance and /or content instruction in a class composed of ELLs only.

 

6. An alternative approved in advance by the Department of Education through a process described in Guidance accompanying this rule.

 

 

The Push-in model is clearly defined by the Language Assistance rule (160-4-5-.02) and should not be interpreted to be the same as the co-teaching model of instruction implemented by special education. In the Push-in model, the ESOL teacher and the content teacher are co-equals in the classroom, but each has a distinct role. The ESOL teacher is responsible for language support, while the content teacher is responsible for delivery of academic content. Research indicates that strong teaching partnerships occur when teachers know each other’s curriculum, share responsibilities, plan together, share strategies, and share teaching equally. When students break into groups, the ESOL teacher should work with ELs, while the content teacher focuses on mainstream students. The ESOL Push-in delivery model allows the teachers to collaborate in order to facilitate meaningful language instruction within the content classroom and to appropriately plan differentiated instruction and tasks to meet the various proficiency levels of the ELs.

Alternative model guidance: Any district that wishes to submit to the State an alternative innovative model for consideration for approval must do so in writing. The proposal should include the rationale for the model; goals and objectives; the nature of the curriculum and of assessment; the responsibilities of the teachers and / or other ESOL staff; how the effectiveness of the model will be evaluated; how FTE will be generated and reported; and the fiscal impact of the model, as well as any other pertinent information regarding the requested model. Models must be submitted within a time frame that will allow the Department up to four weeks for consideration and approval and the LEA time to implement approved models at the beginning of the school year.

From the  Download 2011-2012 ESOL Title III Resource Guide 08-11