ESOL North Cobb ESOL Course Descriptions - Page 14

numeracy in a variety of contexts including number sense , proportional reasoning , quantitative reasoning with functions , and solving equations and inequalities . ( Student enrollment criteria is provided by the Georgia Department of Education .)
Core ESOL classes such as this one are taught via one of two models : 1 .) In a sheltered class model , the class ( size limited to a maximum set by the state ) is composed solely of ELLs and taught by a teacher who holds the content area certification as well as the ESOL Endorsement or ESOL ( P-12 ) certification . 2 .) In a Push-in model – students receive content instruction from a teacher certified in that content area with a collaborating ESOL certified teacher who provides language assistance for ELLs in the class . The curriculum follows the GPS of the general education content course but integrates the WIDA Standards and differentiates instruction and tasks to accommodate second language learners .
A Composite Proficiency Level of 3 or higher with a strong proficiency score in Reading , is suggested for ELLs taking content area classes . English Language Learners ( ELLs ) are likely to experience success on the End-of-Course-Tests if they have an ACCESS for ELLS Composite Proficiency Level ( CPL ) of 4.3 – 4.8 combined with a strong Reading proficiency score .
Pre-Requisite : 9 th grade or higher standing
Terms Offered : Fall and Spring - but depends upon the needs of ELL population based on English Language Proficiency levels balanced with other criteria including individual student age , graduation needs , motivation , work habits , and minimum class sizes .
Grade Levels : 9 - 12 Units of Credit : 1.0
Quality Points : 0.5 Course #: 27.09900
Course Title : ESOL GSE Algebra I
Course Description : Typically the first core math class for most ELLs , the fundamental purpose of Algebra I is to formalize and extend the mathematics that students learned in the middle grades . The critical areas , organized into units , deepen and extend understanding of functions by comparing and contrasting linear , quadratic , and exponential phenomena . The Mathematical Practice Standards apply throughout each course and , together with the content standards , prescribe that students experience mathematics as a coherent , useful , and logical subject that makes use of their ability to make sense of problem situations .
Core ESOL classes such as this one are taught via one of two models : 1 .) In a sheltered class model , the class ( size limited to a maximum set by the state ) is composed solely of ELLs and taught by a teacher who holds the content area certification as well as the ESOL Endorsement or ESOL ( P-12 ) certification . 2 .) In a Push-in model – students receive content instruction from a teacher certified in that content area with a collaborating ESOL certified teacher who provides language assistance for ELLs in the class . The curriculum follows the GPS of the general education content course but integrates the WIDA Standards and differentiates instruction and tasks to accommodate second language learners .
A Composite Proficiency Level of 3 or higher with a strong proficiency score in Reading , is suggested for ELLs taking content area classes . English Language Learners ( ELLs ) are likely to experience success on the
Georgia Department of Education Kathy Cox , State Superintendent of Schools August 26 , 2008 • Page 14 All Rights Reserved
numeracy in a variety of contexts including number sense, proportional reasoning, quantitative reasoning with functions, and solving equations and inequalities. (Student enrollment criteria is provided by the Georgia Department of Education.) Core ESOL classes such as this one are taught via one of two models: 1.) In a sheltered class model, the class (size limited to a maximum set by the state) is composed solely of ELLs and taught by a teacher who holds the content area certification as well as the ESOL Endorsement or ESOL (P-12) certification. 2.) In a Push-in [[8$Y[XZ]H۝[[X[ۈHHXX\\YYY[]۝[\XH]HXܘ][‘T\YYYXX\ݚY\[XYH\\[H܈S[H\ˈH\X[[HBوH[\[YX][ۈ۝[\H][Yܘ]\HQH[\[Y\[X]\[X[ۂ[\X[[]HXۙ[XYHX\\˂H\]HٚXY[H][و ܈Y\]HۙٚXY[HܙH[XY[\Y\Y܂SZ[۝[\XH\\ˈ[\[XYHX\\ SH\HZ[H^\Y[HX\ۈB[ [ًP\KU\Y^H]H[PT܈S\]HٚXY[H][  Hو 8$ X[Y]HۙXY[ٚXY[HܙKKT\]Z\]NHܘYH܈Y\[[•\\ٙ\Y[[[ H]\[\ۈHYYوS[][ۈ\Yۈ[\[XYBٚXY[H][[[Y]\ܚ]\XH[Y[[]YX[Y[YKܘYX][ۈYY[]][ۋܚX][Z[[][H\^\˂ܘYH][ΈH H L[]وܙY] K]X[]H[Έ B\HΈ ˌNL \H]NTB[XHB\X[HH\ܙHX]\܈[SH[[Y[[\Hو[XHB\ܛX[^H[^[HX][X]X]Y[X\Y[HZYHܘY\ˈHܚ]X[\X\ܙ[^Y[[]Y\[[^[[\[[و[[ۜH\\[[۝\[[X\]XY]X[^ۙ[X[[Y[KHX][X]X[XXH[\\HY]XX\B[ ]\]H۝[[\\ܚXH]Y[^\Y[HX][X]X\H\[ \Y[ [X[XX]XZ\\HوZ\X[]HXZH[Hو؛[H]X][ۜ˂\H\ܚ\[ێܙHT\\X\\ۙH\H]YXHۙHو[[Έ KH[H[\Y\[[ H\Š^H[Z]YHX^[][H]HH]JH\\Y[HوS[]YHHXX\H۝[\XH\YX][ۈ\[\HT[ܜ[Y[܈T  LLH\YX][ۋ H[H\ Z[[[8$Y[XZ]H۝[[X[ۈHHXX\\YYY[]۝[\XH]HXܘ][‘T\YYYXX\ݚY\[XYH\\[H܈S[H\ˈH\X[[HBوH[\[YX][ۈ۝[\H][Yܘ]\HQH[\[Y\[X]\[X[ۂ[\X[[]HXۙ[XYHX\\˂H\]HٚXY[H][و ܈Y\]HۙٚXY[HܙH[XY[\Y\Y܂SZ[۝[\XH\\ˈ[\[XYHX\\ SH\HZ[H^\Y[HX\ۈB[ܙXH\\Y[وYX][ۂ]H ]H\\[[[و]Y\  8(YH M[Y”\\Y