Georgia Department of Education FY 2016 Instructions for Reporting Delivery Models and Courses in Student Record and Student Class Data Collections

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1 Georgia Department of FY 2016 Instructions for Reporting Delivery Models and s Program Area Delivery Model of Record Additional ESOL Pull Out ESOL Students are taken out of a general education class for the purpose of receiving small group language instruction from the ESOL teacher. te: When pulling EL students out of content area courses, the students will remain on the content area course roster with the general ed teacher. The EL students receiving language instruction will also appear on an ESOL course roster for the ESOL teacher. The delivery model is assigned to the ESOL course. ESOL ESOL Push In ESOL on the ESOL course; Content on the content area course ne on the ESOL course; however, the ESOL teacher is an additional teacher on the content area course Students remain in their core academic class (reading, language arts, math, science, or social studies) where they receive content instruction from their content area teacher along with targeted language instruction from the ESOL teacher. The ESOL teacher is the additional teacher in this scenario. In addition, report an ESOL course record where the teacher is the ESOL teacher, and show the ESOL students being served on that course record. ESOL ; ESOL Cluster Center ESOL Students are transported for instruction students from two or more schools are grouped in a center designed to provide intensive language assistance. ESOL ESOL Resource Center/Lab ESOL Students receive language assistance in a group setting supplemented by multimedia materials. ESOL ESOL Scheduled Class Period ESOL Students at the middle and high school levels receive language assistance and/or content instruction in a class composed only of ELs. Students at the elementary school level that are pulled out of Art, Music, PE, and other elective classes may be served in a scheduled class period. ESOL August 24, 2015 Page 1 of 9

2 Georgia Department of FY 2016 Instructions for Reporting Delivery Models and s Program Area Delivery Model of Record Additional ESOL Sheltered ESOL who is Content also the content teacher Students at the middle and high school levels receive language assistance and/or content instruction in a class composed only of Els. The teacher must have the appropriate content area certification and the ESOL endorsement or ESOL certification. ESOL ESOL Innovative Delivery Model Dual Language Model TBD Design TBD Design To be determined based on design of approved model TBD Design ESOL who is also the content teacher Students receive language assistance through immersion in a dual language setting. The class includes ESOL and non ESOL students. The ESOL teacher must be the instructor during the English portion of the school day, and must have the appropriate content area certification and the ESOL endorsement or ESOL certification. te: The information provided in this document was developed to assist with coding data for Student Class and Student Record. It does not replace or override any documentation provided by the program area. August 24, 2015 Page 2 of 9

3 Georgia Department of FY 2016 Instructions for Reporting Delivery Models and s Program Area Delivery Model of Record Additional EIP Augmented Classroom EIP The augmented model incorporates EIP services into the regular group class size by providing an additional early childhood certified teacher to reduce the teacher/pupil ratio while providing EIP services to EIP eligible students. The class size is that of the regular education class. In this model, the classroom teacher and Augmented teacher are partners in working with the student. The Augmented provides additional instruction for EIP students, and provides additional data for the classroom teacher to support report EIP Self Contained Classroom card grades This model is used to reduce the class size in order to provide serves as the EIP more emphasis on instruction and increased academic achievement. The Classroom provides EIP services and may be a General Ed or EIP alloted teacher. This model may serve a maximum of 14 students at a time. w/eip w/eip EIP Pull Out Classroom The classroom teacher and Pull Out teacher are partners in working with the student. The Pull Out provides additional instruction for EIP students, and provides additional data for the classroom teacher to support report card grades. The Pull Out teacher is an EIP alloted teacher. EIP students are removed from the classroom for instruction by an additional certified teacher. The EIP Pullout model has its own class size maximum independent of the regular classroom. This model may serve a maximum of 14 students at a time. The EIP students appear on both the content area course roster as well as the EIP Pull Out class roster. (XX.0); w/eip August 24, 2015 Page 3 of 9

4 Georgia Department of FY 2016 Instructions for Reporting Delivery Models and s Program Area Delivery Model of Record Additional EIP Reduced Class Classroom Model serves as the EIP This model allows for the combination of EIP students with regular education students in smaller classes. The reduced class model uses a sliding scale. As the class size increases, the number of EIP students in the class is reduced. The smaller the class size, the more EIP students can be placed and served in the class. For example, in the Reduced Model for grades 4 5, 12 EIP students can be served in a class of 13 total students but only 1 EIP student can be served in a class of 23 total students. The Classroom provides EIP services and may be a General Ed or EIP allotted teacher. w/eip EIP Reading Recovery Classroom EIP The classroom teacher and Reading Recovery teacher are partners in working with the student. Students are removed from the classroom for one segment of reading. One segment of Reading Recovery is defined as a minimum of 30 minutes. Students must be served a minimum of 45 days. Students served by Reading Recovery may be counted for one segment of EIP instruction for the entire year. w/eip EIP Other School Designs TBD Design TBD Design To be determined based on design of approved model. Models are approved on a yearly basis. TBD Design August 24, 2015 Page 4 of 9

5 Georgia Department of FY 2016 Instructions for Reporting Delivery Models and s Program Area Delivery Model of Record Additional Special Inclusion General Ed or Content (Supportive Area Instruction) Students with disabilities receive service from personnel other than a certified teacher in the general education classroom (i.e., a paraprofessional, interpreter, or job coach). Special Collaborative General Ed or Content Area Special Ed (SWD students in class) A special education teacher works with identified students with disabilities and the general education teacher within the general education classroom (less than full segment daily). w/sped instruction (XX.9) Special Co teaching General Ed or Content Area Special Ed (all students in class) The special education teacher provides service in the general education classroom by sharing teaching responsibility with the general education teacher (full segment every day). te: When using the co teaching model, report the special education teacher as the co teacher for all students in the class. w/sped instruction (XX.9) Special Consultative General Ed or Content Area The Special Ed Students with disabilities receive at least one segment per is month of direct service from the special education teacher. providing direct services once a month, but is not reported as an additional teacher for Student Class or Student Record. August 24, 2015 Page 5 of 9

6 Georgia Department of FY 2016 Instructions for Reporting Delivery Models and s Program Area Delivery Model of Record Additional Special Specialized Placement (Outside General Ed) Special Ed The special education teacher provides instruction to students with disabilities in a separate classroom, special schools, home environment, hospitals, or institutions. w/sped Separate Class instruction (XX.8) August 24, 2015 Page 6 of 9

7 Georgia Department of FY 2016 Instructions for Reporting Delivery Models and s Program Area Delivery Model of Record Additional Resource Class Classroom with appropriate content area GaPSC approved certification or gifted endorsement All students must have been identified as gifted by SBOE criteria. Resource Advanced Content Advanced Content AP/IB Content Area with appropriate content area GaPSCapproved certification or gifted endorsement Content Area with appropriate content area GaPSCapproved certification or gifted endorsement; or appropriate training by the College Board (AP) or IBO (IB) Students are homogeneously grouped on the basis of achievement and interests (Career, Technical and Agricultural, English language arts, fine arts, mathematics, science, social studies, and world languages). The district may elect to include students who are not identified as gifted, but who demonstrate exceptional ability and motivation in a particular content area. The local district must establish criteria and guidelines that identify gifted and regular education students who will be successful in advanced content classes. Students are homogeneously grouped on the basis of achievement and interests (Career, Technical and Agricultural, English language arts, fine arts, mathematics, science, social studies, and world languages). The district may elect to include students who are not identified as gifted, but who demonstrate exceptional ability and motivation in a particular content area. The local district must establish criteria and guidelines that identify gifted and regular education students who will be successful in advanced content classes. w/gifted instruction w/gifted instruction August 24, 2015 Page 7 of 9

8 Georgia Department of FY 2016 Instructions for Reporting Delivery Models and s Program Area Delivery Model of Record Additional Cluster Grouping Classroom with appropriate content area GaPSC approved certification or gifted endorsement Identified gifted students are placed as a group (recommended 6 8 students) into an otherwise w/gifted heterogeneous classroom, rather than being dispersed among instruction all of the rooms/courses at that grade level. Collaborative Teaching Classroom planning with t Required for A maximum of eight identified gifted students are placed as a TKES; however, group into an otherwise heterogeneous classroom. Direct schools may instruction is provided by the students regular classroom report the teacher who collaborates with a designated gifted teacher. additional teacher There must be substantial, regularly scheduled collaborative to show the planning between the regular classroom teacher and the gifted teacher's gifted teacher. role with the XX.2 class. w/gifted instruction Internship/Ment orship Classroom with appropriate content area GaPSC approved certification or gifted endorsement A gifted student works with a mentor to explore a profession of interest. The gifted program internship teacher assigned to supervise the internship/mentorship program maintains close contact with both the participating student(s) and the selected mentor(s) to ensure acceptable progress toward the student s individual learning goals which are based on the approved Georgia standards based curriculum. w/gifted instruction August 24, 2015 Page 8 of 9

9 Georgia Department of FY 2016 Instructions for Reporting Delivery Models and s Program Area Delivery Model of Record Additional TBD Model Approved Innovative Models Classroom with appropriate content area GaPSC approved certification or gifted endorsement The GaDOE encourages the development of innovative programs for gifted students which are clearly in accordance with the needs of the gifted learners and the philosophy of the district. TBD Model August 24, 2015 Page 9 of 9