English to Speakers of Other Languages (ESOL)
While English is designated as the official language of the state of Georgia, and the state assessments are in English, our responsibility is to successfully prepare ELs to access all available postsecondary options. This objective requires that instructional approaches be flexible to accommodate the needs of a very diverse student and parent population. The goal is to ensure that EL students succeed both socially and academically. It is essential that they understand the American culture and how to function successfully within it. To accomplish these goals, it may be necessary at times to provide some support in the native language.
Registration of English Learners
The Cartersville City Schools District requires the same documentation for registration of all students, be they United States citizens or foreign nationals:
1. Birth certificate or other acceptable legal proof of birth date
2. Two proof of residency in Cartersville City
3. Certificate of Immunization
4. Academic records (if available)
The identification of ELs in the district starts with the completion of the Home Language Survey. When registering a child, the parent or guardian completes this survey. In accordance with State Board Policy for identification of a student’s primary or home language, all students will be asked the following questions as part of the school registration process, and all students in the district must have a Home Language Survey on file in their permanent records:
a) What was the first language you learned to speak?
b) What language do you speak most often?
c) What language is most often spoken in your home?
Students answering “English” to all three questions will be classified as native English-speaking; such students are not eligible for ESOL instruction, however, the Home Language Survey must still be placed in their permanent records to prove ALL students were screened at registration.
ACCESS for ELLs
Alternate ACCESS for ELLs
AT&T Interet Access Information
College and Career Readiness
Family Guides for School Success
GADOE ESOL Website
What can your child do at Home?
WIDA's English Language Development Standards
Is the instruction following one of the ESOL Approved Delivery Models of Instruction? Per Georgia State Education rule 160-4-5-.02 Language Assistance: Program for English Language, there are eight approved delivery models for providing language assistance services to ELs.
1. Pull-out model – (ELEMENTARY only) students are taken out of the general education class for the purpose of receiving small group language instruction from the ESOL teacher. (For this model, the ESOL teacher MUST hold ECE certification.)
2. Push-in model - (within reading, ELA, math, science or social studies) – students remain in their general education class where they receive content instruction from their content area teacher along with targeted language instruction from the ESOL teacher. (There must be two teachers in the room at all times: one is the content/grade level teacher and the other is the ESOL teacher.)
3. 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.
4. A resource center/laboratory – students receive language assistance in a group setting supplemented by multi-media materials.
5. A scheduled class period – students at the middle and high school levels receive language instruction with a focus on academic language development in a class composed of only ELs. The courses, such as IEL and the 55.- prefix coded communication skills courses, focus on language acquisition and academic language development. These courses are intended for students who enter school with low ELP. Teachers who teach these courses must have their ESOL (P-12) certificate or the ESOL Endorsement.
6. A sheltered class period – middle and high school only – Sheltered content classes, including literature, social studies, science, and mathematics, are composed solely of ELs and are taught by a teacher with appropriate content area certification and the ESOL Endorsement.
7. An innovative model approved in advance by the district ESOL/Title III Department through a process guided by federal requirements for an effective instructional language program for English Learners. Federal laws and regulations govern the majority of services and policies concerning English Learners (EL). An innovative model must also be approved annually.
8. A dual language immersion model – students participating in a dual language immersion program receive their supplemental English language support from the teacher providing instruction during the English portion of the academic day.