GENERAL INFORMATION
Dr. Jacqueline Jones, Title III Coordinator
Bonnie Bendelius, ESOL Teacher
Gina Bartlett, ESOL Teacher
M "Silk" Lee, ESOL Teacher
Wendy Aldridge, ESOL Teacher
Yasuko Kobayashi, ESOL Teacher
Molly Moore, ESOL Teacher
Cecilia Wolf, ESOL Teacher
Click here for ESOL teacher school sites
Click here for ESOL Site Administrators
Office of Civil Rights Fact Sheet
Limited English Proficient (LEP) parents are parents or guardians whose primary language is other than English and who have limited English proficiency in one of the four domains of language proficiency (speaking, listening, reading, or writing). School districts and SEAs have an obligation to ensure meaningful communication with LEP parents in a language they can understand and to adequately notify LEP parents of information about any program, service, or activity of a school district or SEA that is called to the attention of non-LEP parents. At the school and district levels, this essential information includes but is not limited to information regarding: language assistance programs, special education and related services, IEP meetings, grievance procedures, notices of nondiscrimination, student discipline policies and procedures, registration and enrollment, report cards, requests for parent permission for student participation in district or school activities, parent-teacher conferences, parent handbooks, gifted and talented programs, magnet and charter schools, and any other school and program choice options.
School districts must develop and implement a process for determining whether parents are LEP and what their language needs are. It is important for schools to take parents at their word about their communication needs if they request language assistance and to keep in mind that parents can be LEP even if their child is proficient in English.
SEAs and school districts must provide language assistance to LEP parents effectively with appropriate, competent staff – or appropriate and competent outside resources. It is not sufficient for the staff merely to be bilingual. For example, some bilingual staff and community volunteers may be able to communicate directly with LEP parents in a different language, but not be competent to interpret in and out of English (e.g., consecutive or simultaneous interpreting), or to translate documents. School districts should ensure that interpreters and translators have knowledge in both languages of any specialized terms or concepts to be used in the communication at issue. In addition, school districts should ensure that interpreters and translators are trained on the role of an interpreter and translator, the ethics of interpreting and translating, and the need to maintain confidentiality.
Some examples of when the Departments have found compliance issues regarding communication with LEP parents include when school districts: (1) rely on students, siblings, friends, or untrained school staff to translate or interpret for parents; (2) fail to provide translation or an interpreter at IEP meetings, parent-teacher conferences, enrollment or career fairs, or disciplinary proceedings; (3) fail to provide information notifying LEP parents about a school’s programs, services, and activities in a language the parents can understand; or (4) fail to identify LEP parents.¹
¹From: Office of Civil Rights, Dear Colleague Letter: English Learner Students and Limited English Proficient Parents (01/7/2015)
September 15 – October 15, 2021 Hispanic Heritage Month celebrates the history and culture of people with ancestors from Spain, Mexico, The Caribbean, Central America, and South America. The month is a designated time of year to acknowledge the contributions Hispanic and Latinx people have made to the United States.
Franklin Forest Elementary
Mrs. Lee's class celebrate Hispanic Heritage month at FFE. The 4th and 5th grade ESOL students did a research project on different Hispanic countries. They researched the capital, currency, food, landmarks and bordering counties of each Hispanic county assigned to them. Also, students wore their traditional attire on Fiesta Day (October 1st) when the whole school participated. The cat skeleton project is done by our art teacher, Ms. Shepard, to celebrate Hispanic Heritage month. Parents also participated in HHM by sending the artifacts, posters, dolls, and clothes from their home countries.
Ethel W. Kight Elementary
Ethel Kight students and staff have been learning about and celebrating Hispanic Heritage Month. Mrs. Aldridge's ESOL students have been sharing facts and information on the morning broadcast, as well as learning about famous Hispanic Americans in class. Students have done special activities in class and have learned about traditional music from several Hispanic countries. Students celebrated with a Fiesta Day, where they were encouraged to dress up in fiesta attire. There were some guest speakers (Via Video) and every class enjoyed chips and salsa as a special snack.
Coping with Covid
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Teach100 Education Resources
Korean Arts & Crafts
Interpretation/Translation Form
Interpretation/Translation Request Form
Interpretation Agreement Form
Interpretation Agreement Form English
Interpretation Agreement Form Korean
Interpretation Agreement Form Spanish
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Monitoring Forms 2021- 2022
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.
DOCUMENTS
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
Grades PreK-5 English Language Proficiency Standards
Grades 6-12 English Language Proficiency Standards
Educator and Parent LINKS
"My Child is an English Learner": English Version Click here; Spanish Version Click here
LiveWorksheets
GPB Educational Resources
U.S.. Department of Education
GA DOE Title III
GA TESOL (Georgia Teachers of English to Speakers of Other Languages)
CREDE
CAL (Center for Applied Linguistics)\
Ellevations
http://www2.ed.gov/about/offices/list/oela/english-learner-toolkit/index.html
http://www.ed.gov/edblogs/hispanic-initiative/
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Lessons and Flashcards
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