With the increasing diversity within Atlanta Public Schools, there is an urgent need to develop effective instructional practices for English Learners and students with diverse linguistic and cultural backgrounds. Equally important are robust data collection, record-keeping practices, and mechanisms for accountability reporting. The APS ESOL/Title III Handbook serves as a valuable resource for program management and offers guidance on processes and procedures related to numerous areas of the ESOL and Title III management. The overarching objective of this handbook is to provide a well-structured, easily comprehensible resource that fosters an understanding of these processes within the organization.
The responsibility for the holistic education of ELs, encompassing language development and academic content mastery, is a collective effort. It involves not only general education teachers but also special education instructors and English language instruction professionals, including administrators and other instructional staff dedicated to ELs. Collaboration among teachers and support staff is crucial for devising effective instructional accommodations and strategies that enhance language comprehension and content mastery throughout the school day. Consequently, all educators take on the role of language instructors when ELs are enrolled in their classes.
While English holds the status of the official language of Georgia, and content assessments are administered solely in English, the mission extends beyond mere English language instruction. Our foremost responsibility is to prepare students for a successful transition to postsecondary education, career pathways, and to life after school. Achieving this goal necessitates a flexible instructional approach that caters to the needs of culturally and linguistically diverse student populations and ensures attention to the needs of the whole child.
We also aim for our English Learners to grasp a deep understanding of U.S. culture and thrive in a global context. To achieve these aspirations, it is critical that we focus on the needs of the whole child, while also providing opportunities to keep families engaged and informed.
The law mandates accountability for educational outcomes and strives to enhance the inclusivity and equity of U.S. education. The ESOL and Title III programs are fully committed to partnering with school administrators, teachers, students, and parents to deliver quality education. This is the core purpose behind the compilation of the APS ESOL/Title III Handbook—to ensure that the district offers the most enriching educational experiences to all ELs, preparing them for a successful future in college, career, and life.
Common Acronyms in EL Language Programs
ACCESS for ELLS 2.0 WIDA's ELP assessment administered annually
CAL Center for Applied Linguistics
CLIP Consolidated LEA Improvement Plan
CSI Comprehensive School Improvement
DLI Dual Language Immersion
DLL Dual Language Learner
EEOA Equal Educational Opportunities Act
EL English Learner
ELD English Language Development
ELP English Language Proficiency
ESEA Elementary and Secondary Education Act
ESOL English to Speakers of Other Languages
ESSA Every Student Succeeds Act
FTE Full-time Equivalency fiscal year
GaDOE Georgia Department of Education
GSE Georgia Standards of Excellence
IC Infinite Campus
IDEA Individual with Disabilities Education Act
IEP Individual Education Plan
LEA local educational agency
LIEP Language Instruction Educational Program
ML Multilingual Learner
MTSS Multi-tiered System of Supports
OCR Office for Civil Rights
OELA Office for English Language Acquisition
OLR Online Registration Form
PHLOTE Primary Home Language Other Than English
RESA Regional Education Service Agency
Rtl Response to Intervention
SBOE State Board of Education
SEA state educational agency
SLDS State Longitudinal Data System
SWD students with disabilities
SY school year
TPC Testing Participation Committee
TSI Targeted School Improvement
USDE U.S. Department of Education
WIDA EL Standards & Assessments Consortium