Preface and Common Acronyms 

Preface

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