1. What are the current policies in place for identifying and assessing English Language Learners (ELLs) in Georgia?

The state of Georgia has several policies in place for identifying and assessing English Language Learners (ELLs), which are regulated by the Georgia Department of Education’s Title III Consolidated State Performance Report.

1. Identification Process:
– Upon enrollment, all new students must complete a Home Language Survey (HLS) to determine their language background.
– If the HLS reveals that a student speaks a language other than English or indicates limited English proficiency, the student is then given an initial English Proficiency Assessment (EPA).
– The EPA scores determine if the student needs further assessment and potentially qualifies for ESL services.

2. Annual Language Proficiency Testing:
– ELLs in Georgia must be assessed annually using either the ACCESS for ELLs or World-class Instructional Design and Assessment (WIDA) Screener.
– These assessments measure the students’ progress in acquiring academic English proficiency.
– Results from these tests are used to determine if continued ESL services are necessary.

3. Monitoring and Reclassification:
– If an ELL meets identified criteria established by Georgia’s state-approved proficiency levels, they can be reclassified as Fluent English Proficient (FEP) and no longer require specialized instruction.
– FEP students are monitored for two consecutive years to ensure sustained progress.

4. Parental Notification:
– Parents or guardians of newly identified ELL students must receive written notification explaining their child’s placement in an ESL program, expected progress, and the right to decline services.
– Parents must also be notified of their rights regarding Special Education eligibility for ELLs.

5. Exiting Criteria:
– Students may exit from ESL programs to mainstream classes when they meet both state-approved proficiency levels on annual assessments and classroom performance criteria set by local school districts.

6. Assessment Accommodations:
– Accommodations may be provided on annual assessments as needed and allowed under federal guidelines to provide access for all students to demonstrate knowledge without jeopardizing measurement.
– Students with disabilities may be eligible for alternative assessments according to their Individualized Education Plan (IEP).

7. Documentation and Reporting:
– Record keeping is vital in the process of monitoring proficiency and instructional programs for ELL students.
– The Georgia Department of Education requires consistent recording of test results, language development, reclassification, exit, and academic progress.

2. How does Georgia ensure that all ELLs have access to appropriate language support services?

1. Identification and Placement: Georgia follows a comprehensive process for identifying and placing ELL students in appropriate language support services. This includes administering a home language survey to all students upon enrollment, using standardized assessments to determine English proficiency levels, and considering academic performance and teacher recommendations.

2. Individualized Language Support Plans: Once identified as an ELL, Georgia develops Individualized Language Support Plans (ILSPs) for each student. These plans outline the specific English language development goals and instructional strategies that will be used to support the student’s academic success.

3. Certified ESL/Bilingual Educators: All school districts in Georgia are required to have certified ESL or bilingual educators on staff to provide appropriate language support services to ELL students. These educators are trained in second language acquisition and possess the necessary skills and knowledge to effectively teach English as a Second Language.

4. Sheltered Instruction: Georgia utilizes sheltered instruction strategies in core content classrooms where ELLs are enrolled. This approach integrates language development into content instruction, allowing ELLs to access grade-level curriculum while simultaneously developing English proficiency.

5. Professional Development: The Georgia Department of Education provides ongoing professional development opportunities for educators working with ELLs, including training on effective instructional strategies for teaching English learners.

6. Title III Funds: Georgia receives federal funding through Title III of the Every Student Succeeds Act (ESSA), which is used to provide additional resources and support for ELL programs across the state.

7. Parental Involvement: Proactive communication and involvement with parents of ELL students is emphasized in Georgia’s approach towards ensuring appropriate language support services for these students. This includes providing information about their child’s ILSP, progress reports on English language proficiency goals, and opportunities for parental input on their child’s education.

8. Monitoring and Evaluation: The state regularly monitors school districts’ compliance with laws related to serving ELL students, as well as the effectiveness of language support programs and services. This ensures that all ELLs have equal access to appropriate support services and are making progress towards English proficiency.

3. What is the funding allocation for ELL education in Georgia, and how is it distributed among school districts?

The funding allocation for English Language Learner (ELL) education in Georgia is determined through a variety of state and federal sources, including Title III of the Every Student Succeeds Act (ESSA), which provides funds specifically for ELL instruction and support.

According to the Georgia Department of Education, in fiscal year 2022, the total state budget for ELL programs is $123.5 million. This includes a base grant of $5,000 per ELL student and additional funds based on each district’s percentage of ELL students compared to the state average. The budget also includes additional allocations for professional development, translation services, and parent outreach programs.

The exact distribution among school districts may vary each year depending on the number of ELL students enrolled and their needs, but generally follows a similar formula based on student enrollment. For example, in fiscal year 2022, DeKalb County School District received the largest allocation with over $14 million, followed by Gwinnett County Public Schools with $12 million. Smaller districts with fewer ELL students may receive significantly less funding.

Additionally, school districts may also receive supplementary grants from federal or private organizations to support their ELL programs. It is important to note that while this funding helps support ELL education in Georgia schools, it may not cover all expenses related to providing quality services for these students.

4. ¿Existen estándares estatales o puntos de referencia específicos para el dominio del idioma inglés que los ELL deben cumplir para salir de los programas de apoyo lingüístico?

Yes, most states have specific standards or benchmarks for English language proficiency that ELLs must meet in order to exit language support programs. These standards are typically aligned with the WIDA (World-Class Instructional Design and Assessment) standards, which outline the language development expectations for ELLs at different levels of proficiency. Some states also have their own state-specific standards for English language proficiency. To exit language support programs, ELLs must demonstrate mastery of these standards and show evidence of consistent academic success in core content areas. Districts and schools usually have a formal process for evaluating a student’s progress and determining when they are ready to exit language support programs based on these standards and benchmarks.

5. How does Georgia monitor and evaluate the effectiveness of its ELL education policies and programs?

Georgia uses a variety of methods to monitor and evaluate the effectiveness of its ELL education policies and programs. These include:

1. Annual Language Proficiency Assessment: All ELL students in Georgia are required to take the ACCESS 2.0 assessment every year to measure their English language proficiency. This helps track student progress and identify areas for improvement.

2. Program Evaluation: The Georgia Department of Education conducts regular evaluations of its ELL programs to assess their effectiveness and identify potential areas for improvement.

3. Data Analysis: The state collects and analyzes data on ELL student outcomes, such as graduation rates, academic achievement, and growth in English language proficiency.

4. Teacher Evaluations: Teachers who work with ELL students are evaluated based on their ability to support these students’ language acquisition and academic progress.

5. Parent Feedback: Parents of ELL students are surveyed regularly to gather feedback on their satisfaction with the services provided by the school district.

6. Collaboration with Stakeholders: Georgia works closely with schools, districts, and community organizations that serve ELL students to gather insights on the effectiveness of existing policies and programs.

7. Federal Requirements: As part of receiving federal funding for ELL education, Georgia is required to submit annual performance reports that provide data on student outcomes and program effectiveness.

Based on the data collected through these methods, Georgia makes adjustments to its policies and programs as needed to ensure they are meeting the needs of its diverse population of ELL students.

6. Is there a designated state office or department responsible for overseeing ELL education in Georgia?

Yes, the Georgia Department of Education has a division specifically dedicated to supporting English Language Learners (ELLs). The Division for Special Education Services and Supports oversees ELL education in the state. Additionally, each individual school district in Georgia has personnel responsible for overseeing ELL education at the local level.

7. Are teachers in Georgia required to have specialized training or certification for working with ELL students?

Yes, teachers in Georgia are required to have specialized training or certification for working with ELL students. According to the Georgia Department of Education, all teachers who work with ELL students must hold a valid ESL (English as a Second Language) certification or endorsement. This requires completing coursework and passing exams related to teaching English language acquisition, language development, and cultural competence. Additionally, language proficiency assessments may also be required for teachers who will specifically be instructing students in English language proficiency.

8. What accommodations are available for standardized testing for ELL students in Georgia?

The accommodations available for standardized testing for ELL (English Language Learner) students in Georgia may vary depending on the specific test and grade level of the student. However, the following are some general accommodations that may be provided:

1. Extended time: ELL students can be given extra time to complete the test, typically up to 50% more time than other students.

2. Bilingual dictionaries: Some tests allow ELL students to use bilingual dictionaries during the test. This can help them understand unfamiliar words or phrases.

3. Simplified language version: Some tests may offer a simplified version of the test with less complex language and shorter passages for ELL students to better comprehend the questions.

4. Flexible setting: Depending on the individual needs of the student, they may be able to take the test in a separate room or in a small group setting instead of a large testing environment.

5. Test directions in native language: For some tests, ELL students may receive directions or instructions in their native language in addition to English.

6. Use of visual aids: Graphic organizers, images, and other visual aids can help ELL students better understand complex concepts and questions.

7. Breaks during testing: To prevent fatigue and burnout, ELL students may be allowed to take short breaks during testing as needed.

8. Scribe/reader assistance: If an ELL student is still developing their writing skills in English, they may be allowed to have someone write down their answers for them or read aloud questions and answer choices.

It is important for schools and teachers to work closely with each individual student and their parents/guardians to determine appropriate accommodations based on their specific needs and abilities.

9. Are there any state initiatives or programs aimed at promoting bilingualism and biliteracy among ELLs in Georgia?

Yes, there are several state initiatives and programs aimed at promoting bilingualism and biliteracy among ELLs in Georgia. These include:

1. Dual Language Immersion Program: This is a statewide initiative that offers students the opportunity to become proficient in both English and another language by providing instruction in both languages throughout their elementary, middle, and high school years.

2. Bilingual Certification Programs for Teachers: The state of Georgia offers certification programs for teachers who want to become bilingual educators, which includes training on effective strategies to promote dual language development among students.

3. Georgia Seal of Biliteracy: This program recognizes high school seniors who have achieved proficiency in two or more languages by awarding them a seal on their diploma and transcript.

4. Migrant Education Program: This program aims to support migrant students who speak a language other than English by providing supplemental educational services such as tutoring, academic counseling, and cultural enrichment activities.

5. English Learner Education Advisors (ELEAs): The ELEA program aims to increase parental involvement in the education of ELLs by recruiting bilingual community members as advisors to assist families with limited English proficiency.

6. Professional Development for Educators: The Georgia Department of Education provides professional development opportunities for educators working with ELLs, including workshops on promoting biliteracy and effective strategies for teaching content and language simultaneously.

7. Title III Grants: Georgia receives federal funding through Title III grants that support programs specifically designed to improve the education outcomes of English learners and promote multilingualism.

8.Programs at colleges and universities: Many colleges and universities in Georgia offer programs specifically focused on educating bilingual educators or preparing teachers to work with ELLs in dual language classrooms.

Overall, these initiatives aim to provide resources and support for ELLs to become proficient in English while maintaining their home language skills, promoting biliteracy and cultural competence among all students.

10. ¿Ha habido algún cambio de política reciente con respecto a la inclusión de estudiantes inmigrantes o estudiantes indocumentados en los programas educativos ELL?

Yes, there have been several recent policy changes regarding the inclusion of immigrant students or undocumented students in ELL education programs.

1. In 2015, the U.S. Department of Education issued guidance stating that all children, regardless of their immigration status, are entitled to a free public education. This includes access to ELL education programs.

2. In 2016, the Every Student Succeeds Act (ESSA) was passed, which requires states to establish criteria for identifying and supporting English language learners and provides additional funding for these programs. This law also explicitly prohibits discrimination against immigrant and refugee students.

3. In October 2019, the Trump administration proposed a new rule that would restrict eligibility for federally-funded ELL programs by changing the definition of who is considered an English learner. This has been met with opposition from educators and advocates who believe it will limit access to critical services for immigrant students.

4. In February 2020, the Supreme Court heard arguments on whether or not DACA (Deferred Action for Childhood Arrivals) recipients are eligible for in-state tuition rates at state colleges and universities. This decision could have implications for how undocumented students are able to access higher education opportunities.

5. In response to COVID-19, many school districts have adjusted their policies to provide distance learning options for all students, including those in ELL programs. However, this has raised concerns about equity and access for immigrant and undocumented students who may not have reliable internet access or necessary technology at home.

Overall, there have been ongoing debates and changes in policies regarding the inclusion of immigrant and undocumented students in ELL education programs. It is important for educators and policymakers to continuously strive towards inclusive practices that support all students, regardless of their immigration status.

11 . ¿Qué recursos están disponibles para apoyar a los padres de estudiantes ELL y promover su participación en la educación de sus hijos?

1. Parent-Teacher Conferences: Schools often hold parent-teacher conferences to discuss a student’s progress and address any concerns or questions that parents may have.

2. Multilingual Staff: Schools may have staff members who are fluent in the languages spoken by ELL students and their families. This can help facilitate communication and understanding between school staff and parents.

3. Translation Services: Schools may offer translation services for important documents, such as report cards or school newsletters, to ensure that all parents can understand and stay informed about their child’s education.

4. Parent Workshops: Many schools offer workshops specifically designed for ELL parents to learn about the school system, curriculum, and ways to support their child at home.

5. Cultural Liaisons: Some schools employ cultural liaisons who can serve as a point of contact between the school and ELL families, providing support and resources for immigrant families.

6. Parent Advisory Councils: These councils are made up of parent representatives from different cultures and languages. They provide feedback to the school on how to better serve ELL students and promote parental involvement.

7. School Websites/Resources in Multiple Languages: Some schools have websites or provide resources in multiple languages so that parents can access important information easily.

8. English Learner/Parent Information Nights: Schools may host information nights specifically for English learners and their parents to discuss curriculum, graduation requirements, college readiness, and other important topics relevant to them.

9. Community Partnerships: Partnering with community organizations that work with immigrant families can provide additional resources for ELL parents, such as tutoring programs or language classes.

10. Adult Education Programs: Schools may offer adult education classes for parents to improve their English skills or learn more about the U.S. education system.

11. Home-School Communication Strategies Training: Schools may offer training sessions for teachers on how to effectively communicate with parents who do not speak English fluently, such as using visual aids or providing translated materials.

12. Does Georgia offer any cultural competency training for educators working with ELL students?

There are various cultural competency training opportunities available for educators working with ELL students in Georgia. These include:

1) “Cultural Competency for Educators” course offered by the Georgia Department of Education: This is a self-paced online course designed to help educators better understand and support culturally and linguistically diverse students.

2) International Welcome Center’s Cultural Competency Trainings: The International Welcome Center (IWC) in Georgia offers trainings on cultural competency for educators who work with English learners. These trainings cover topics such as understanding cultural diversity, building cross-cultural relationships, and addressing stereotypes and biases.

3) Professional development workshops by district-level Language Instructional Coordinators: Many school districts in Georgia have dedicated Language Instructional Coordinators (LICs) who offer professional development workshops to educators on how to effectively work with ELL students from diverse cultural backgrounds.

4) Resource centers and organizations: There are also various resource centers and organizations in Georgia that provide training and support for educators working with ELL students. Some examples include the Metro Atlanta Resettlement Learning Hub and the Refugee School Impact Program.

5) University programs: Several universities in Georgia offer graduate-level courses or certificate programs focused on preparing educators to work with diverse student populations, including ELL students. Some examples include the TESOL Graduate Certificate program at Mercer University and the ESOL Endorsement program at Kennesaw State University.

Overall, the state of Georgia recognizes the importance of cultural competency training for educators working with ELL students and provides various opportunities for them to gain knowledge and skills in this area.

13. How does Georgia address the unique needs of long-term English Language Learners who have not yet reached proficiency?

Georgia has several initiatives in place to address the unique needs of long-term English Language Learners (ELLs) who have not yet reached proficiency. These include:

1. English to Speakers of Other Languages (ESOL) Programs: Georgia offers ESOL programs in all public schools to provide targeted support and instruction for ELLs. These programs focus on developing students’ language skills in listening, speaking, reading, and writing.

2. Sheltered Instruction: In addition to ESOL programs, many schools in Georgia also use a sheltered instruction approach for ELLs. This method involves teaching core academic content while making the language accessible and comprehensible for students.

3. Individualized Language Plans: Schools are required to develop individualized language plans for each long-term ELL. These plans outline specific goals and strategies for helping the student reach proficiency.

4. Professional Development: Georgia provides ongoing professional development opportunities for teachers working with ELLs. This training focuses on best practices for instructing and supporting ELLs, as well as strategies for addressing their unique needs.

5. Parent Engagement: The Georgia Department of Education encourages schools to involve parents of long-term ELLs in their child’s education by providing resources in multiple languages, hosting bilingual parent workshops, and creating a welcoming environment for non-English speaking families.

6. Academic Tutoring: Schools may also offer additional academic support through tutoring or afterschool programs specifically tailored for long-term ELLs who are struggling academically.

7. Assessment Accommodations: To ensure that ELLs have an equal opportunity to demonstrate their knowledge and skills on state assessments, Georgia provides accommodations such as extended time, oral administration, translations, and interpreters when needed.

Overall, Georgia recognizes the importance of addressing the unique needs of long-term ELLs and has implemented various measures to support their success in school.

14. Are there any initiatives or partnerships with community organizations to support the academic success of ELL students in Georgia?

Yes, there are many initiatives and partnerships in place to support the academic success of ELL students in Georgia. These include:

1. The Georgia Migrant Education Program: This is a federally funded program that provides supplemental educational services to migrant children and youth, including ELL students. It works with community-based organizations to provide academic support services, family engagement activities, and cultural enrichment programs for migrant students.

2. The Latin American Association (LAA): LAA is a nonprofit organization that offers various programs and services to support the academic success of Latino students in Georgia. This includes after-school tutoring, college preparation programs, and summer learning opportunities.

3. English for Speakers of Other Languages (ESOL) Parent Center: Located in the Atlanta area, this center offers resources and support to parents of ELL students from diverse backgrounds by partnering with community organizations such as local libraries, churches, and advocacy groups.

4. Community Engagement Collaborative for Learning (CECL): This collaborative brings together community organizations, schools, and other stakeholders to address the needs of English Language Learners in DeKalb County Public Schools. It provides resources such as parent workshops on navigating the education system and connecting families with community services.

5. Foreign language curriculum partnership: In order to increase access to foreign language instruction for ELL students in Georgia, the Department of Education has partnered with community organizations such as World Affairs Councils of America and Global Village Project to provide cultural immersion experiences that supplement traditional classroom instruction.

6. Dual Language Immersion programs: These programs promote bilingualism and biliteracy by offering content instruction in both English and another language (such as Spanish or Mandarin). They are typically offered at schools through partnerships with cultural centers or foreign language organizations.

7. Welcoming School Districts Initiative: This initiative aims to foster welcoming environments for immigrant students by providing training and resources to educators and district leaders on culturally responsive practices and effective strategies for supporting ELL students’ academic success.

8. Partnership for Community Action (PCA): PCA is a nonprofit organization that works with immigrant communities in Georgia to provide education and social services. Their Youth Development Program offers after-school tutoring, homework assistance, and mentoring for ELL students.

9. Refugee Resettlement Agencies: Organizations such as the International Rescue Committee, Catholic Charities of Atlanta, and World Relief provide educational and social services to refugee families, including ELL students. They often partner with local schools to support academic success through workshops, tutoring, and cultural events.

10. Advancement Via Individual Determination (AVID): AVID is a college readiness program that partners with community organizations to provide academic support to students from underrepresented groups, including ELL students. This includes tutoring, mentoring, and college preparation activities.

15. Does Georgia provide any special grants or funding opportunities specifically targeted towards improving ELL education outcomes?

Yes, Georgia offers a number of grants and funding opportunities specifically targeted towards improving ELL education outcomes. These include:

1. Title III English Language Acquisition (ELA) Program: This is a federally-funded grant program that provides funds to states to help support the education of ELLs and immigrant students. In Georgia, these funds are distributed to school districts based on the number of ELL students enrolled.

2. Title III Immigrant Education Program: This federally-funded program provides supplemental resources to help ensure that recently arrived immigrant students receive equal educational opportunities.

3. Dual Language Immersion Grant: This state-funded program provides grants to school districts to establish or expand dual language immersion programs in schools where there is a high demand for language immersion programs.

4. Early Start Grant: This state-funded program provides grants to local school districts for early intervention services for English language learners in pre-K through 12th grade.

5. Foreign Language Assistance Program (FLAP): This federally-funded program supports innovative model foreign language programs in elementary and secondary schools. Some FLAP grants are targeted towards improving ELL education outcomes by providing professional development for teachers working with ELLs, developing materials and resources, and implementing effective instructional strategies.

6. Bilingual/ESOL Programs and Support Services Grants: These state-funded grants are awarded to local school systems that have significant numbers of migrant students, limited English proficient (LEP) students or high concentrations of minority group members.

7. Migrant Education Program: This federally-funded program provides funding for educational services to address the special needs of migratory children who experience frequent moves across district boundaries, which may disrupt their education.

8. Homeless Education Program: This state-allocated program assists school systems in identifying homeless children, coordinating efforts with other agencies serving homeless people, minimizing school disruption, and ensuring access to appropriate educational services.

9. Refugee School Impact Grant: This federally funded grant provides supplemental resources to school districts serving large numbers of refugee students to help them adjust, adapt and achieve success in their new schools.

10. English Language Institute (ELI) Grant: This grant supports the needs of international students studying in Georgia’s public schools by funding the ELI program, which focuses on providing intensive English language instruction along with orientation and support services.

16. ¿Tienen los distritos escolares locales autonomía para desarrollar sus propias políticas para atender a los estudiantes que aprenden inglés, o están obligados a cumplir con las pautas estatales?

It depends on the state. In some states, the school districts have autonomy to develop their own policies for serving English Language Learners, while in other states they are required to comply with statewide guidelines. Some states may also have a combination of both where districts have some autonomy but must also adhere to certain statewide guidelines. It is important to check with the specific state’s education department for more information.

17. ¿Existen estrategias implementadas para garantizar que los estudiantes ELL no sean colocados de manera desproporcionada en programas de educación especial?

Yes, there are strategies in place to ensure that ELL students are not disproportionately placed in special education programs. These strategies include:

1. Language Proficiency Tests: Before placing an ELL student in a special education program, schools require them to take language proficiency tests to properly assess their language abilities. This helps identify if any academic struggles are due to a language barrier or a learning disability.

2. Culturally Responsive Assessment: Schools use culturally responsive assessment techniques to better understand the strengths and needs of ELL students. This involves taking into account the student’s cultural background, language, and experiences when evaluating their academic progress.

3. Data Analysis: Schools closely analyze data on the demographics of special education programs to identify any overrepresentation of ELL students. If such disproportionality is found, further investigation is done to determine the cause and develop interventions to address it.

4. Professional Development for Teachers: Teachers receive training on best practices for teaching and assessing ELL students and how to differentiate between language learning difficulties and learning disabilities.

5. Collaboration between ESL and Special Education Departments: Collaboration between these two departments ensures that appropriate educational accommodations are provided for ELL students who may have a learning disability.

6. Parent Involvement: Parents of ELL students play a crucial role in identifying any learning difficulties their child might have by providing valuable insights on their child’s language development at home.

7. Individualized Education Plans (IEPs): For ELLs with diagnosed learning disabilities, IEPs with appropriate goals, accommodations, and instruction methods are developed as per federal regulations.

8. Continued Monitoring: Schools continuously monitor the progress of all ELL students, including those with IEPs, to identify patterns in academic performance and determine if any changes need to be made in instructional practices or accommodations provided.

Overall, these strategies work together to ensure that accurate assessments are conducted for ELLs and they receive appropriate support based on their individual needs, rather than being disproportionately placed in special education programs.

18. What steps has Georgia taken to address the shortage of qualified English as a Second Language (ESL) teachers?

Georgia has taken the following steps to address the shortage of qualified English as a Second Language (ESL) teachers:

1. Increase in Funding: Georgia has increased funding for ESL teacher recruiting, training, and professional development programs.

2. Alternative Certification Programs: The state offers alternative certification programs for individuals who wish to become ESL teachers but do not have a teaching degree. These programs provide intensive training and support to help them obtain teaching credentials.

3. Collaboration with Colleges and Universities: Georgia’s Department of Education works closely with colleges and universities to develop and expand ESL education programs, including bachelor’s and master’s degrees in Teaching English as a Second Language (TESOL).

4. Loan Forgiveness Program: The state offers loan forgiveness programs for eligible teachers who commit to serving in high-need schools or content areas, such as ESL.

5. Recruitment Efforts: Georgia actively recruits bilingual and multilingual educators from other states and countries through job fairs, outreach events, and partnerships with international organizations.

6. Professional Development Opportunities: The state provides professional development opportunities for current ESL teachers to improve their skills and stay updated on best practices in language instruction.

7. Incentives for Retention: To retain qualified ESL teachers, Georgia offers incentives such as salary supplements, bonuses, and career advancement opportunities based on performance.

8. Partnership with Community Organizations: The state partners with community organizations that work with immigrants and refugees to identify potential candidates for teaching positions.

9. Collaboration with School Districts: Georgia’s Department of Education collaborates with school districts to identify areas of need and develop targeted recruitment plans for ESL teachers.

10. Mentorship Programs: Some school districts offer mentorship programs where experienced ESL teachers provide support and guidance to new or aspiring teachers in the field.

11. Teacher Exchange Programs: The state also participates in teacher exchange programs that allow educators from other countries to teach in Georgia’s schools for a limited time.

12. Virtual Education: Georgia offers virtual education programs for students, which can help alleviate the need for physical ESL teachers in schools and attract remote instructors to the state.

19. Are ELL students given access to elective courses and extracurricular activities in their native language in Georgia?

It depends on the school district and the resources available. Some school districts may have elective courses or extracurricular activities available in languages other than English, such as Spanish or French, but this may not necessarily be the student’s native language. Additionally, there may be limitations on the availability of resources and qualified teachers to offer these options to ELL students. It is important for schools to provide a culturally and linguistically responsive environment, but specific offerings may vary based on individual district policies and resources.

20. How does Georgia support the linguistic, cultural, and social-emotional well-being of ELL students during their transition to a new school or district?

Georgia supports the linguistic, cultural, and social-emotional well-being of ELL students during their transition to a new school or district through various measures, including:

1. English language support: Georgia provides English language support through programs such as English Language Development (ELD) classes, Sheltered Instruction Observation Protocol (SIOP) instruction, and content-based ESL instruction. These programs help ELL students improve their language skills and facilitate their transition to the new school or district.

2. Transitional support: The state also offers transitional support services for ELL students who are transitioning to a new school or district mid-year. These services may include personalized orientation sessions, peer buddy programs, and specific academic and emotional support to help them adjust to the new environment.

3. Cultural resources: Georgia has various resources available for ELL students and their families to learn more about the cultural aspects of the state and their local communities. This helps ELL students feel connected to their new environment and creates a sense of belonging.

4. Social-emotional support: The state recognizes that transitioning to a new school or district can be stressful for ELL students, so it provides social-emotional support programs to help them cope with any challenges they may face. For instance, schools may offer counseling services or peer mentoring programs to help ELL students develop relationships with their peers.

5. Parent involvement: Georgia encourages parental involvement in the education of ELL students by providing resources such as translated documents, interpretation services, and parent-teacher conferences in multiple languages. This ensures that parents are informed about their child’s progress at school and can provide additional support at home.

Overall, Georgia strives to create an inclusive and supportive environment for ELL students during this critical transitional phase by addressing their linguistic, cultural, and social-emotional needs.