Every QSI student has the opportunity to be successful in their learning, and students are expected to flourish in their classrooms. However, a student whose English proficiency level is below that commonly associated with their age may not be able to flourish in the mainstream classroom. The Intensive English program is designed for these students.

The goal of the Intensive English program is to facilitate an accelerated learning environment in which students are able to acquire the English language skills in the four domains of speaking, listening, reading, and writing to be successful in their age-appropriate mainstream classes. Intensive English classes are smaller than mainstream classes to allow teachers to target individual student needs more effectively. It is expected that Intensive English classes should have no more than six to eight students in them. The Intensive English program allows students to be successful at school and feel confident as learners.

The Intensive English program consists of two courses. Intensive English Literacy Elementary and Intensive English Literacy Pre-Secondary. Students will be placed within the program based on several assessments outlined in the next section.

The Intensive English Literacy Elementary is designed for students ages 6 through 10 years old. There are 38 essential units and 6 selective units. The Intensive English Literacy Pre-Secondary is designed for students ages 11 and older. There are 36 essential units and 7 selective units.

Students may also be supported in content areas such as mathematics, science, and cultural studies through a co-teaching model (see Appendix E). This model incorporates two teachers who collaborate on lesson plans and teaching in one classroom. This model is beneficial for IE students in that it is designed to target academic vocabulary and English fluency along with the TSWs of a lesson.

It is expected that students acquire enough English language skills to be able to transition into the mainstream classroom as quickly as possible. Their oral language, reading, and writing skills will be monitored carefully while in the IE program. When their academic skills are near to those of a native English speaker at their age level, they will exit the IE program (see Exit Procedures).

 

IE Teachers

 

Marina Chikadze
 
Manana Chanturishvili
 
Tsira Siradze
 
Laura Wagner