Title III, Part A- ESOL Language Instructions for LEP and Immigrant Students

English to Speakers of Other Languages (ESOL) and Title III

English to Speakers of Other Languages (ESOL) is a state-funded instructional program for eligible English Learners (ELs) in grades K-12 (Georgia School Law Code 1981, § 20-2-156, enacted in 1985). The ESOL program is a standards-based curriculum emphasizing academic and social language development. ESOL coursework is based upon the WIDA Consortium English Language Development (ELD) standards. Classroom teachers integrate these ELD standards with the Georgia Performance Standards to enable ELs to both communicate in English and demonstrate their academic, social, and cultural proficiency. Instructional approaches, both in ESOL and general education classes, ensure that the needs of Georgia’s ELs are accommodated. To the extent practicable, it is appropriate to use the EL’s home language as a means of facilitating instruction and providing parents with school-related information.

Title III is a federally-funded program that provides Appling County School District with funding to supplement those ESOL services already in place. Both ESOL and Title III hold students accountable for progress in, and attainment of, English language proficiency. Upon attainment of English language proficiency, students exit from supplemental language services.

Services also apply to Immigrant Students:

Immigrant students who:

  1. are aged 3 through 21;
  2. were not born in any State;
  3. have not been attending one or more schools in any one or more States for more than 3 full academic years.

 

Checklist of Federal Requirements for Serving English Learners 

  • The district takes steps to identify students who are not proficient in English.  
  • District schools provide language acquisition programs to all eligible EL students. 
  • The district ensures that each school’s program
    • is based upon sound educational theory or principles; 
    • is reasonably calculated to implement the educational theory effectively; and,
    • after a period of time sufficient to give the program a legitimate trial, produces results  showing that language barriers are actually being overcome. 
  • The district provides resources to implement its language acquisition program effectively (e.g., ESOL programs are led by ESOL teachers who use research-based ESOL materials).  
  • The district and schools communicate meaningfully with limited-English-speaking parents and guardians of EL students by providing such parents and guardians with written or oral translations of important notices or documents.  
  • District schools exit EL students from the ESOL program once the EL students have acquired English proficiency and, if a student has yet to acquire English proficiency, will only exit him/her with written parental or guardian permission.  
  • District schools provide ESOL assistance to those EL students who receive special education services, and provide special education services to EL students who qualify for such services.  
  • District schools include EL students in gifted and talented programs without consideration of students’ limited English proficiency when such programs do not require English proficiency.   

 

For more information contact:  Denise Rentz, Title III Director, 912-367-8600 Extension 120.