English as a Second Language
The current English as a Second Language (ESL) programs in Putnam City Schools are designed to meet the requirements of the Every Student Succeeds Act (ESSA) of 2015. In addition to language instruction, the programs are organized to identify, assess and serve all eligible students as required by the ESSA Act. Furthermore, proper procedures are established to document the learning progress of our English language learners. A monitoring system has been put in place to guarantee the success of students who have exited the program up to two years after being proficient in English. The ESL programs encompass research-based curricula, which are typically found in school districts across the United States.
Putnam City School District ESL teachers provide appropriate English language instruction to all students who have been identified as English Learners (EL). Currently, the district has about 33 ESL teachers, two bilingual assistants, two EL graduation coaches, and one Title III programs coordinator serving our ELL students in 27 sites. Additionally, bilingual instructional aides are contracted on an hourly basis to help our EL students on an IEP, and interpreters are hired to provide communicative support during parent conferences and special events.
Below is an overview of the English language development programs and related services that the district has provided to EL students, as well as concerted efforts to promote parental outreach among our EL parents.
- Instructional Models
- Class Period
- Sheltered English
- Interpretation Services
- Web-Based Literacy Support
- EL Graduation Coach
- Parental Outreach
Pull-out and Push-in Models
The ESL pull-out model is used in our elementary schools in the form of small flex groups. Students spend most of the school day in a mainstream classroom, but are pulled out for 25 to 30 minutes at least three times a week to receive ESL instruction.
The push-in model is used in some of our elementary school settings as well. The ESL teacher goes into the regular classrooms to teach the EL students. The content of the instruction is based on the objectives selected by the regular classroom teacher(s). The nature of this ESL instructional model is content-based. We take advantage of this model when our ESL teachers are certified in elementary education, and they are able to work collaboratively with the mainstream classroom teacher.
The sheltered English model is used to group language minority students from different language backgrounds together in classes where the ESL teacher is also certified in high school English. High school students are given English credit for successful completion of Sheltered English classes.
Putnam City families speak 57 different languages in their homes. Since Spanish and Vietnamese are our two dominant languages in the district, we routinely provide interpretation and written documents in those languages. Upon request, the district can provide interpretation and written documents for students’ parents (and in some cases, students themselves) who speak other languages.
Web-based Literacy Support
In addition to face-to face instruction, the district provides supplemental web-based programs for K-5th grade students. Web-based programs are very helpful because students and their parents can access them from home. Those programs also provide frequent performance results for our mainstream teachers, so they can address students’ literacy weaknesses before it is too late.