Dr. Jacqueline Jones, Title III Coordinator
Myung "Silk Lee" Kim, ESOL Lead Teacher
Gina Bartlett, ESOL Teacher
Larry Ninas, ESOL Teacher
Yasuko Kobayashi, ESOL Teacher
Wendy Aldridge, ESOL Teacher
Chelsea Walker-Griner, 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
From June 3 to June 14, 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.
Franklin Forest Elementary .... Mrs. Lee's ESOL students listen to Mrs. Bradley’s instructions on how to check out the bilingual books in the media center. At the end of last year Mrs. Bradley purchased the bilingual books for the ESOL students at Franklin Forest.
Ethel W. Kight Elementary parents, students, teachers, and administration gathered for the first ESOL "Coffee with Candace and Friends". This event was a collaborative effort among the staff at EKES to strengthen the partnership between school and home with our ESOL parents. Attendees enjoyed coffee and some traditional Latino pastries as refreshments. Parents were able to gain important information about upcoming school events and have the chance to ask questions about all that is taking place at Ethel Kight. We hope this is the first of many such events to promote family engagement!
Parental Engagement: (Soccer Game)
In the month of March the English Language Learners of EKES hosted their cohorts from FFE in a friendly soccer tournament. Scores of parents and children were on hand for a fun time of building bridges and community. The culmination of the soccer match was the parents in a penalty kick-off! At the end of the day ELL students enjoyed a popsicle together and each child received a book to take home, compliments of the Jungle Bus. Special thanks to Family Engagement coordinator Anton Flores for his help in planning this event.
Opportunities: Click the link below
Teach100 Education Resources
Kennesaw State 18th Annual ESOL Conference 2020
TESOL International Conference 2019
Korean Arts & Crafts
Interpretation/Translation Request Form
Interpretation Agreement Form
Interpretation Agreement Form English
Interpretation Agreement Form Korean
Interpretation Agreement Form Spanish
ACCESS for ELLs:
- Title I ESEA requirement (1111(b)(2)(G)(i) that ALL English Learners must be annually assessed on their English proficiency. As you know, English learners in Georgia are currently being administered the WIDA ACCESS 2.0 through March 8th.
- 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 2019- 2019
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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