ESOL

The ESOL program is a federally mandated instructional program for eligible English Learners (ELs) in grades K-12 (Georgia School Law Code 1981, § 20-2-156, enacted in 1985). The purpose of the ESOL instructional program is to provide English language development instruction and language support to eligible K-12 English Learners in Atlanta Public Schools for the purpose of increasing their English language proficiency and academic achievement.

The APS ESOL program is a distinct program designed to provide ESOL language instruction to eligible students from certified ESOL teachers and outreach and engagement activities to all limited English proficient and immigrant families. The responsibility for educating the whole English Learner student is shared by the regular classroom teachers and the ESOL teachers. Classroom teachers, ESOL teachers, and other support staff collaborate to determine the necessary instructional scaffolds and language-focused activities to make language and content as comprehensible as possible for ELs throughout the school day. The WIDA Consortium English Language Development (ELD) standards, integrated with the Georgia Standards of Excellence, guide the work of teachers to ensure the diverse needs of students are met. All APS schools utilize the state-approved ESOL delivery models. ESOL class sizes are limited to the maximum size specified in State Board of Education Rule 160-5-1-.08 Class Size, and all designated ESOL teachers must hold the ESOL endorsement or certificate issued by the Georgia Professional Standards Commission (GAPSC).

The APS Multilingual Services team provides ESOL parent and community engagement and outreach, and language translation/interpretation services. Per federal law and affirmed in APS Board Policy LEBB, all school–home and district–home communication must be in a language that parents understand. The APS Multilingual Programs & Services team assists in bridging the cultural and linguistic divides that often exist between the school and home through language support services, workshops, classes, trainings, and events that meet the unique linguistic and cultural needs of immigrant and limited English proficient families and enhance their engagement with their child's school and the APS community.

Title III, Part A – Language Instruction for English Learners and Immigrant Students

Title III, Part A: Language Instruction for English Learners and Immigrant Students of the Elementary and Secondary Education Act of 1965 as Amended under the Every Student Succeeds Act (ESSA) P.L> 115-141, enacted March 2018, is a distinct subgrant to eligible school districts. The Title III federal grant program is designed “to help ensure that English Learners (ELs), including immigrant children and youth, attain English proficiency and develop high levels of academic achievement in English.” [Sec. 3102 (1)]. Title III, Part A EL Language programs provide supplemental services and activities provided to EL students, their teachers, and their families above and beyond the schools’ legal obligations to English Learners and their limited English proficient parents. In Georgia, all federal program services are provided within the System of Continuous Improvement Framework. (For more information, visit the Georgia Department of Education website.) In Atlanta Public Schools, Title III funds are used to provide evidence-based supplemental resources and programs to support identified ELs and immigrant students, develop staff, and engage EL and immigrant families. Title III, Part A is supplemental to the APS ESOL program; it is administered by the Multilingual Programs & Services department.

Program Goals

1. To develop competency in English in all four domains of language: listening, speaking, reading, and writing;

2. To integrate language and academic instruction that enables students to develop English language proficiency, cognitive skills, and content area knowledge;

3. To support the curriculum based on the Georgia Standards of Excellence while emphasizing social and academic language proficiency;

4. To orient students and parents to the American culture and enable them to participate successfully in school and community life;

5. To ensure grade-level appropriate content for all ELs regardless of English proficiency level;

6. To ensure a focus on collaboration and shared accountability for the success of all English Learners.