160-4-5-.02 LANGUAGE ASSISTANCE: PROGRAM FOR ENGLISH
(a) English Learners (ELs) – students whose primary or home language is other
than English and who are eligible for services based on the results of an English
language proficiency assessment
(b) English language proficiency – the level of language competence necessary to
participate fully and learn successfully in classrooms where the primary language of
instruction is English
(c) English to Speakers of Other Languages (ESOL) – an educational support
program provided to help ELs overcome language barriers and participate
meaningfully in schools’ educational programs
(d) Georgia Department of Education – the state agency charged with the fiscal
and administrative management of certain aspects of K-12 public education,
including the implementation of federal and state mandates. Such management is
subject to supervision and oversight by the State Board of Education.
(e) Home Language Survey – a questionnaire administered upon enrollment to
each student’s parent or guardian for the purpose of determining whether a language
other than English is used by the student or used in the student’s home
(f) Language Assessment Conference (LAC) – a meeting held to determine
appropriate placement of ELs with borderline proficiency scores
(g) Language assistance services – supplemental language support programs that
promote academic language development for students with limited English
(h) Local Educational Agency (LEA) – local school system pursuant to local
board of education control and management
(i) School – any school or special entity as defined in State Board Rule 160-5-1-.03
Identification and Reporting of Schools
(j) State-adopted English proficiency measure – an English language proficiency
test administered annually to all English learners (ELs) in Georgia for the purposes of
determining the English language proficiency level of students; providing districts
with information that will help them evaluate the effectiveness of their ESOL
programs; providing information that enhances instruction and learning in programs
for English learners; assessing the annual English language proficiency gains using a
standards-based assessment instrument; and providing data for meeting federal and
state requirements with respect to student assessment
(k) State-adopted English proficiency screening measure – a formal measure of
social and academic English language proficiency that assesses students’ need for
initial placement in supplemental language assistance services
(l) Student Record – the state’s required end-of-year student data collection
(a) Eligibility for entry into and exit from language assistance.
1. Prior to entry into a school in Georgia, each student’s parent or guardian shall
complete a Home Language Survey or an equivalent to determine if a language other
than English is used in the home or is the student’s native language or first language.
All students whose native language, first language or language of the home includes a
language other than English shall be assessed for English language proficiency using
the state-adopted English proficiency screening measure.
2. Initial eligibility for language assistance services shall be determined by the
student's score on the state-adopted English proficiency screening measure.
i. Students who have an English language proficiency score below proficient on the
state-adopted English proficiency screening measure shall be determined to be
English learners (ELs) and shall be eligible for language assistance services. Coding
guidance for ELs can be found in the ESOL/Title III Resource Guide.
ii. Students who have an English language proficiency score at or above proficient
on the state-adopted English proficiency screening measure shall be considered
English proficient and shall not be eligible for language assistance. Coding guidance
for non-ELs is located in the ESOL/Title III Resource Guide.
3. All ELs shall be assessed annually on the state-adopted English proficiency
measure to determine English language proficiency. Students who score at the
developing level or below on the state-adopted English proficiency measure shall
continue to be eligible for language assistance services.
4. Exiting from ESOL services.
i. Students who score at the proficient level on both the state-adopted English
proficiency measure and on the state reading assessment shall be considered English
ii. If the LEA does not administer a state reading assessment for the student, the
student shall be considered English proficient if the student scores at the proficient
level on both the state-adopted English proficiency measure and on the literacy
(reading and writing) sub-score of the state-adopted English proficiency measure.
iii. Students who score at the proficient level on either the state-adopted English
proficiency measure or the state reading assessment but not both shall have their
continued eligibility for language assistance determined through a Language
Assessment Conference (LAC). The LAC shall be attended by the student’s
classroom teacher(s), the teacher providing language assistance services, and other
relevant parties selected from the following: parent, principal or designee, counselor,
school psychologist, or lead teacher. The LAC shall be conducted in accordance with
the ESOL/Title III Resource Guide.
iv. Students who are considered English proficient shall not be eligible for
continued language assistance services and shall be exited from language assistance
v. Each LEA shall monitor students that are considered English proficient for two
years after exit from language assistance services. These students shall be considered
EL Monitored. Coding guidance for Monitored ELs is located in the ESOL/Title III
Resource Guide. The monitoring process shall consist of a documented review of
report card grades, state assessment results, classroom performance and teacher
observations for the purpose of ensuring the successful transition to the general
classroom. Additional guidance can be found in the ESOL/Title III Resource Guide.
(b) Language assistance service delivery models.
1. LEAs and schools shall provide English language assistance to all ELs. Such
assistance shall be provided through the state-funded ESOL program or placement in
a locally-developed language assistance program approved in advance by the Georgia
Department of Education. Approved instructional delivery models include:
i. Pull-out model – students are taken out of a general education class for the
purpose of receiving small group language instruction from the ESOL teacher,
ii. Push-in model (within reading, language arts, mathematics, science or social
studies) – students remain in their core academic class where they receive content
instruction from their content area teacher along with targeted language instruction
from the ESOL teacher,
iii. A cluster center to which students are transported for instruction – students from
two or more schools are grouped in a center designed to provide intensive language
iv. A resource center/laboratory – students receive language assistance in a group
setting supplemented by multimedia materials,
v. A scheduled class period – students at the middle and high school levels receive
language assistance and/or content instruction in a class composed only of ELs,
vi. An innovative delivery model approved in advance by the Georgia Department
of Education through a process described in the ESOL/Title III Resource Guide.
(c) Language assistance curricula and assessment.
1. Language assistance curricula in the state-funded ESOL program shall consist of
plans of instruction which are adapted to the English language proficiency of students
and are designed to develop: 1) listening, speaking, reading, writing and American
cultural concepts and 2) the language of academic instruction used in language arts,
mathematics, science and social studies.
2. All ELs receiving language assistance shall be assessed annually for language
proficiency. ELs shall also participate in state assessments pursuant to Georgia State
Board of Education rule 160-3-1-.07 Testing Programs--Student Assessment.
1. Students identified as eligible for language assistance services who are served by
the state-funded ESOL program shall receive at least five segments per week (or
yearly equivalent) of English language instruction using ESOL curricula in allowable
service delivery models. For purposes of funding, ESOL-served students in grades
K-3 shall be counted for a maximum of one segment at the ESOL weight; grades 4-8
students for a maximum of two segments at the ESOL weight; and grades 9-12
students for a maximum of five segments at the ESOL weight.
i. The class is limited to the maximum size specified in State Board of Education
Rule 160-5-1-.08 Class Size.
ii. The state-funded ESOL program teacher shall hold necessary and appropriate
ESOL endorsement or ESOL certification issued by the Georgia Professional
Authority O.C.G.A. § 20-2-156
Adopted: July 21, 2011 Effective: August 11, 2011