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.
Keeping you informed:
Look What's Growing
Mrs. Silk Lee (Franklin Forest Elementary)
Mrs. Lee has been communicating with students and parents during these challenging times through Remind, texts, phone calls and Kakao Talk, which is a Korean version of texting and asked the parents to send some pictures of their children working at home.
During February, Mrs. Walker's Kindergarten students at Callaway Elementary celebrated and learned about famous African Americans for Black History Month. Pictured are students with portraits of Ruby Bridges, the first African-American to integrate public schools. They discussed the meaning of prejudice, segregation, and the importance of kindness. Students were thankful for her and her family's bravery.
March 2nd was the birthday of the beloved Dr. Seuss. First graders at Clearview elementary learned about rhyming words and read The Cat in the Hat. Afterwards, students created their own book titles: Bear in a Chair, Cat on a Mat, Frog on a Log, and Fish on a Dish.
Mrs. Lee's 1st graders singing a spring song and 4th graders working hard on Imaginelearning to improve their reading comprehension skills.
ESOL at the High School
Mr. Ninas High School ESOL students are honing their reading comprehension skills using Common Lit.
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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