Title III-A

  • Language Instruction for English Learners and Immigrant Students

    Learn more about English for Speakers of Other Languages (ESOL) in our Department of Teaching & Learning.

    Title III-A funds provide eligible school districts with sub-grants. The grants help fund supplemental services for English learners (ELs) through a program known in Georgia as English to Speakers of Other Languages (ESOL).

    Both Title III-A and the ESOL Program require school districts to hold students to the same rigorous performance standards as their English-speaking peers. They must attain proficiency in English while learning the academic content outlined in the Georgia Standards of Excellence (GSE).

    What is the source of the funding?

    United States Department of Education through federal taxes paid by individuals and businesses. Are there special guidelines?

    ESOL students must progress in English-language proficiency and academic content in order to meet the guideline of Title III-A. In order to qualify for ESOL services, students are screened using a Home Language Survey and, if indicated, a language-proficiency test to determine the level of instruction. In addition to standard academic testing, ESOL students are assessed annually using the ACCESS test which measures language proficiency levels and academic knowledge. The ACCESS helps determine students’ readiness for exit from the ESOL Program. ESOL teachers work in tandem with regular classroom teacher to meet the learning needs of EL students.

    How much funding does WCS receive?

    Funding to provide supplemental educational support to EL students and their teachers is based on the number of students who qualify for ESOL services each year. The additional instructional support provided to students and their teachers helps them to integrate academic and language learning for EL students and accelerates their progress in meeting the Georgia Standards of Excellence goals.

    Who benefits from the funding?

    Students identified as English Learners (ELs) benefit from Title III-A funding. Also, many regular education, ESOL, and special education teachers benefit from the teaching skills they learn during training. Although the professional learning is focused on EL students’ instructional needs, this training provides strategies that benefit other students who struggle to meet the Georgia Standards of Excellence.

    Sheltered Instruction Observation Protocol (SIOP) training has been implemented since 2007 to help teachers differentiate instruction according to students’ English proficiency level. The goal is to develop language while teaching grade-level academic content.

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