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Rule Number:160-4-5-.02
Language Assistance: Program for English Learners (ELs)   Print Rule
 

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Code: IDDG

160-4-5-.02 LANGUAGE ASSISTANCE: PROGRAM FOR ENGLISH

LEARNERS (ELs).

(1) DEFINITIONS.

(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

proficiency

(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

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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

(2) REQUIREMENTS.

(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

proficient.

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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

services.

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

assistance,

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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.

(d) Funding.

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

Standards Commission.

Authority O.C.G.A. § 20-2-156

Adopted: July 21, 2011 Effective: August 11, 2011

 

Georgia Department Of Education
Adopted Date:  5/9/2013
Effective Date:  5/29/2013

NOTE: The State of Georgia has moved the Georgia Code. This new environment no longer allows us to link directly to the Georgia Code. For example enter 20-02-0211 in the search window and the Georgia Code will appear.
Policy Code Description
IDDG Limited English Proficient (LEP) Services
Georgia Code Description
O.C.G.A ยง 20-02-0156 Program for limited English proficient (LEP) students
These references are not intended to be part of the rule itself, nor do they indicate the basis or authority for the board to enact this rule. Instead, they are provided as additional resources for those interested in the subject matter of the rule.