Frequently Asked Questions about ESOL

What is ESOL?
According to the Georgia Department of Education, English to Speakers of Other Languages (ESOL) is a state-funded instructional program for eligible English Learners (ELs) in grades K-12 (Georgia School Law Code 1981, § 20-2-156, enacted in 1985).

The ESOL program is a standards-based curriculum emphasizing academic and social language development. ESOL coursework is based upon the WIDA Consortium English Language Development (ELD) standards. Classroom teachers integrate these ELD standards with the Georgia Performance Standards to enable ELs to both communicate in English and demonstrate their academic, social, and cultural proficiency. Instructional approaches, both in ESOL and general education classes, ensure that the needs of Georgia’s ELs are accommodated. To the extent practicable, it is appropriate to use the ELs home language as a means of facilitating instruction and providing parents with school-related information.
Which students should be tested for ESOL?
All students who have indicated a language other than English on the Home Language Survey on the JBC-5 must be screened for eligibility.

The only exception that the state allows is if the student has exited an ESOL program and we have appropriate documentation.

See the Eligibility page for specific Cobb policy as well.

See page 7 of The 2015-2016 ESOL Title III Resource Guide from the Georgia Department of Education.
How do ELs and students with disabilities differ?  How can we determine if the student's challenges are based on language?
The Title III Resource Guide for 2016-2017 from the Georgia Department of Education has provided a chart to provide guidance when attempting to determine whether a student’s challenges are based upon a language difference or a language disorder. 

It is important to build a file of documentation to support a recommendation for testing and to seek the professional assistance of qualified personnel such as Speech Language Pathologists and School/Bilingual Psychologists.

Click on image to read the characteristics of the English Learner's skills with language and cognitive functions.

The information is provided in the Title III Resource Guide 2016-17 on pages 48.
The student was in an ESOL program in another state and exited more than two years ago. 
Should the student be screened with the WIDA Screener here in Cobb?
No; as long as a student is/was enrolled at the time of transfer (or at the end of the school year and enrolls in your LEA at the beginning of the year) there is no need for screening. The student is deemed eligible by virtue of his screening in the other state and should begin receiving services immediately.

However, it is important that the students are coded correctly in CSIS.  Students are not automatically added as ELs  without the proper paperwork. 

Students must have an Initial Referral on file and proper forms sent to the ESOL Department for coding.  All students must have the Initial Referral completed with language scores and all other pertinent information.

For specific questions, please contact one of the ESOL Consultants or email Gaby Wyant for clarification.

See page 7 of The 2015-2016 ESOL Title III Resource Guide from the Georgia Department of Education.
The student is transferring from a non-WIDA state and was being served by an ESOL program. 
Is a WIDA Scrrener score needed to place the student in the Cobb ESOL program?
The student should not be screened if there is appropriate documentation to support the fact that the student has exited and the two-year monitoring period has ended.  However, Cobb must have appropriate paperwork so that proper coding can be made in CSIS.  Initial Referrals must be completed for all EL students (Active and Monitored).

If the student is within the two-year monitoring period, then we will continue monitoring status.

See page 7 of The 2016-2017 ESOL Title III Resource Guide from the Georgia Department of Education.
What is the age policy for students in the ESOL program?
From the 2015-2016 Title III ESOL Title III Resource Guide

O. C. G. A. § 20-2-150. Eligibility for enrollment.

(a) Except as otherwise provided by subsection (b) of this Code section, all children and youth who have attained the age of five years by September 1 shall be eligible for enrollment in the appropriate general education programs authorized in this part unless they attain the age of 20 by September 1 or they have received high school diplomas or the equivalent. This shall specifically include students who have re-enrolled after dropping out and who are married, parents, or pregnant.

Special education students shall also be eligible for enrollment in appropriate education programs through age 21 or until they receive high school or special education diplomas or the equivalent; provided, however, they were enrolled during the preceding school year and had an approved Individualized Education Program (IEP) which indicated that a successive year of enrollment was needed.

Other students who have not yet attained age 21 by September 1 or received high school diplomas or the equivalent shall be eligible for enrollment in appropriate education programs, provided they have not dropped out of school for one quarter or more. Each local unit of administration shall have the authority to assign students who are married, parents, or pregnant or who have re-enrolled after dropping out one quarter or more to programs of instruction within its regular daytime educational program, provided that a local unit of administration may develop and implement special programs of instruction limited to such students within the regular daytime educational program or, at the option of the student, in an alternative program beyond the regular daytime program; provided, further, that such programs of instruction are designed to
enable such students to earn course credit toward receiving high school diplomas.

(b) A child who was a legal resident of one or more states or countries for a period of two years immediately prior to moving to this state and who was legally enrolled in a public kindergarten or first grade, or a kindergarten or first grade accredited by a state or regional association or the equivalent thereof, shall be eligible for enrollment in the appropriate general or special education programs authorized in this part if such child will attain the age of five for kindergarten or six for first grade by December 31 and is otherwise qualified. (effective July 1, 2012)


Additionally, refer to JBC-R from the Cobb County Board Policies and Administrative Rules.
What are the approved delivery models for ESOL?
How do we serve EL students who are also in the Special Education program?
Depending on the extent of the student's disability, it is appropriate for the general education teacher, ESOL teacher, and the special education teacher to work collaboratively in order to meet the needs of the student.

The fact that an EL has a disability does not replace the need for language assistance. The plan for continuing to provide language assistance and support should be delineated in the student’s Individual Education Plan (IEP). In almost all cases ELs should be dually served through both programs.

In the event it is determined that another means of support will be more beneficial to the student, the Special Education team and the ESOL specialist should work together to determine the most effective plan and to provide needed support for implementation.

  • If an EL is determined eligible for special education services, the IEP team will determine the type and degree of services (Special Education and ESOL) the student will receive.

  • The ESOL teacher must be included as an active member of the IEP team for ELs with disabilities.

  • If it has been demonstrated through testing that the student qualifies for special education services under the learning disability label or speech services label, the EL should be served in both programs.

  • Scheduled time for ESOL services should not be reduced.

  • Students should be served in both ESOL and Special Education if they qualify for both programs, unless the disability is deemed so profound that the severity of the student’s disability indicates a greater intensity of special services is required. If it is determined that the student’s needs will best be met by being served in multiple segments of special education, the ESOL specialist should work with school and district personnel to set up a consultative plan for that student’s language development.

  • The ESOL specialist and the special education teacher should consult on a regular basis and maintain records of consultations as documentation of language support efforts.

  • Any EL student with an IEP must have a plan for language assistance services documented on the IEP.

  • Please note, as per GaDOE Special Education and ESOL & Title III agreement:
    The IEP should document the participation of the ESOL teacher in the IEP meeting for students eligible as both EL and SWD. In addition, the plan should include the following information: the ESOL delivery model, the amount of ESOL services and the individual who will provide the services. Adding language goals and services as a part of the Individual Education Program (IEP) for a child is only appropriate for students whose language impairment or need is a result of the student’s disability.

See pages 45-49 of The 2016-2017 ESOL Title III Resource Guide from the Georgia Department of Education.

See The Dually Identified Students Page for more guidance.

How should EL students be graded?
Can students who are waived from ESOL receive accommodations?
Yes, all students considered to be an EL (active, monitored, and waived) are eligible for accommodations.  See the Assessment page for more details. (Page requires Log in).
Can parents opt out or waive ESOL services?
Yes, parents can complete the ESOL waiver form available from the local school to waive direct ESOL services.

However, the State of Georgia and the U.S. Department of Education considers any student who has not been deemed language proficient in English to be an English Learner.

The student will be coded as an English Learner and data will be reported to the state.

The student must continue to take the ACCESS test every spring until language proficiency is reached.

For more information, please refer to page 29 in The 2016-2017 ESOL Title III Resource Guide from the Georgia Department of Education.
Can newly arrived EL students defer state tests?
Yes, EL students enrolling for the first time in a United States school may receive a one-time deferment from content area state assessments, other than mathematics and science, if their proficiency in English indicates that testing is not in the best educational interest of the student. 

This deferment does not apply to the mathematics and science sections of state mandated tests regardless of the student’s length of time in a US school.  Students must participate in the mathematics and science content assessments of all state-mandated tests (e.g., Georgia Milestones, GAA, etc.). 

In addition, the deferment does not apply to any EOC.

If a first year student is enrolled in a course requiring the EOC, the student must participate in the EOC, regardless of content area.  This deferment requires a documented meeting of the EL Test Participation Committee and requires that any EL student receiving a deferment participate in the state-adopted English language proficiency assessment.

 
First year in a U.S. school is defined as the first calendar year (i.e., twelve months). 


To be eligible for a one-time deferment, the student MUST meet the following criteria:

• be in their first year (12 months) of enrollment in a U. S. school;

• have a qualifying English language screening score, indicating eligibility for ESOL services; and

• participate in the state-adopted English language proficiency assessment (ACCESS Test.



See pages 97-98 of the State Assessment Handbook from the GA DOE.

Also, refer to the Georgia Department of Education Curriculum, Instruction, and Assessment page for more details.

See the Assessment page for the Cobb Deferment form.  (Page requires log-in.)