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Scheduling Guidelines

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

Considerations for Scheduling

• Group students by English proficiency and literacy levels, not just by grade level. Combine students within age-appropriate groups, such as Grades 1/2, 2/3, or 4/5. You might form groups with mixed-proficiency levels (e.g., Intermediate/Advanced), but pull beginning students separately.
• Students should not be pulled from guided reading with the classroom teacher.
• ESOL 1 students need and should receive the maximum instructional time possible and, to the best extent possible, on a daily basis.
• Using data, choose the instructional model that best meets the needs of your students and fits your schedule. Keep in mind that both pull-out and plug-in teaching models offer advantages, as well as using a combination of the two models for the same group of students. Plug-in allows you to collaborate within the classroom setting; pull-out allows you to provide more focused, specialized instruction. For beginners, mostly pull-out instruction is recommended. Plug-in may be effective with higher proficiency levels when students are better able to comprehend academic language and more easily participate in classroom discourse.
• While planning your schedule at the beginning of the year, try to visit classrooms to identify students on your roster and new students who may need to be tested. This also helps establish relationships with classroom teachers and become more familiar with the general education setting. Schedule instruction with Newcomers and other ESOL 1 students within the first days.
• When possible, attend grade-level planning meetings. If you work alone or with a small ESOL team, you might select just 1 or 2 grades to work with; or, 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, and other specialists - and your ESOL colleagues for assistance. Always keep in mind what will best meet students’ language acquisition and overall academic needs.

Guidelines

The following guidelines should be used to ensure that structured, consistent English language development is planned for all ESOL students.

Guidelines for Prekindergarten ESOL Instruction

 

All prekindergarten and Head Start ESOL students (Levels 1–3) should receive a minimum of 20 minutes of ESOL instruction from the ESOL teacher four to five days per week. 

 

Guidelines for Grades K–5 ESOL Instruction

 

The following guidelines are for ESOL Level 1–3 students in Grades K–5:

 

• ESOL Level 1 students (beginners) must receive a minimum of 50 minutes of ESOL instruction from the ESOL teacher using the ESOL curriculum four to five days per week.

 

• ESOL Level 2 students (intermediate) must receive a minimum of 40 minutes of ESOL instruction from the ESOL teacher using the ESOL curriculum four to five days per week.

 

• ESOL Level 3 students (advanced) must receive a minimum of 40 minutes of ESOL instruction from the ESOL teacher using the ESOL curriculum two to three days per week

 

Updated January 9, 2008 | Maintained by William_J_Prather@mcpsmd.org