Best Practices in Scheduling forEnglish Learner Education Maximizing Resources and Serving Students E�ectively

General Scheduling for ELs and Their Teachers

General: Ensure ELs get access to the required time per day of any

content area.

Scheduling ELs in Content Classes

ELs:Schedule amount of ESOL inclusion in content or grade level instruction by students' English proficiency level.

If ELs are pulled for ESOL instruction, do not remove them from whole group instruction.

Teachers:Develop master schedules with

common planning time for grade level teams that include ESOL/bilingual teachers. Include periodic planning

time for vertical articulation across grade levels or content areas.

Mathematics, Science, Social Studies,

Health and English Language Arts:

ESOL teachers and classroom teachers can co-teach to provide inclusion ESOL

instruction.

Specials (Art, Music, Physical Education):

Specials help ELs develop their social and academic skills.

Do not pull ELs out for ESOL instruction during specials.

Scheduling for Size of EL Population

Small EL Populations: approx. <10%

of students in schoolCluster the few EL students together with 1 classroom or

content area teacher, who has either ESOL certification or

successful experience teaching ELs.

Moderate-Sized EL Populations:

approx. 11% - 30%of students in school

Cluster the EL students together with 2 or 3 teachers,

who have either ESOL certification or successful experience teaching ELs.

Large EL Populations : approx. >30%

of students in schoolElementary:

Hire grade level teachers with dual certification in ESOL and general elementary education.

Secondary:Hire content teachers with

dual certification in ESOL and content areas.

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