Jacqueline Jones, Title III Coordinator
Thomas Moat, ESOL Lead Teacher
Myung "Silk Lee" Kim, ESOL Lead Teacher
Gina Bartlett, ESOL Teacher
Larry Ninas, ESOL Teacher
Yasuko Kobayashi, ESOL Teacher
Wendy Aldridge, ESOL Teacher
Click here for ESOL teacher school sites
Click here for ESOL Site Administrators
What's Happening in the World of ESOL?
Summer ESOL Academy, June 5-16, 2017
From June 5 to June 16, English Language Learners attend the ESOL Summer Academy at Ethel Kight Elementary School. The focus of instruction was on reading, writing, listening, and speaking in the English language.
The ESOL Academy staff used a strength based curriculum model to build children’s literacy and resilience skills side by side. The ESOL Academy focused on 7 strengths: Belonging, Curiosity, Kindness, Friendship, Confidence, Courage, and Hope. These core ideas center literacy learning around children’s own stories and connect reading and writing experiences back to students’ own lives. By valuing and celebrating each child’s strengths and stories, the curriculum improves social-emotional development. This is essential for making the students feel fully ready for success in school and healthy relationships, and builds engagement with a supportive community of readers and writers.
As a culminating activity, the students were able to participate in a field study at Butts Mill Farms where they had the opportunity to practice the skills they were taught in class in a real world setting.
Students in Kindergarten and 1st Grade at Hollis Hand Elementary
Opportunities: Click the link below
LaGrange International Festival
Teach100 Education Resources
WIDA Conference 2017
Translation Request Form
Interpretation Request Form
Title III Annual Measurable Objectives
CONGRATULATIONS! Troup County School System met Title III Annual Measurable Achievement Objectives (AMAOs). Thanks to ALL teachers and administrators for your diligence in working with ESOL students and families.
ACCESS for ELLs:
- Exceeds the requirements stipulated by the No Child Left Behind (NCLB) Act of 2001 and is used to measure and report growth in a manner consistent with the need for fulfilling these requirements.
- Generates results that serve as one criterion to aid in determining when ELLs have attained the language proficiency needed to participate meaningfully in content area classrooms without program support and on state academic content tests without accommodations.
- Provides districts with information that will aid in evaluating the effectiveness of their ESL/bilingual programs.
- Identifies the ELP levels of students with respect to the WIDA ELP Standards' levels 1-6.
- Provides information that can be used to enhance instruction and learning for ELLs.
Monitoring Forms 2016- 2017
Per State and Federal guidelines, we are required to monitor the English language development and academic progress of ESOL students who have been exited from the ESOL Program (for two years).
Additionally, TCSS ESOL will use these monitoring forms to document the progress of students who are receiving ESOL support services on a consultative basis, students whose parents have refused services and ESOL students whose progress needs to be closely monitored. Teachers are also encouraged to use these forms as a method of gathering classroom performance data on other ESOL students for RTI, parent-teacher conferences or IEP meetings.
Kindergarten WIDA Can Do Descriptors
1st-2nd WIDA Can Do Descriptors
3rd-5th WIDA Can Do Descriptors
6th-8th WIDA Can Do Descriptors
9th-12th WIDA Can Do Descriptors
U.S.. Department of Education
GA DOE Title III
GA TESOL (Georgia Teachers of English to Speakers of Other Languages)
CAL (Center for Applied Linguistics)\
Lessons and Flashcards
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