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 English to Speakers of Other Languages (ESOL)

The Mitchell County ESOL Program is designed to help students achieve their full social and academic potential within the culture of an American school. We are committed to developing our students’ communicative confidence and skills in the four main areas of language: listening, speaking, reading and writing. In addition, the ESOL program seeks to create supportive learning environments in your child’s classroom and school which value and build on students’ academic, linguistic, and cultural backgrounds.

 ESOL Program Goals:

  • The ESOL teachers work in collaboration with classroom and other special programs teachers to support the acquisition of language and content skills.
  • The ESOL program promotes each student's appreciation of their ability to perform a wide variety of intellectual and physical activities.
  • The ESOL program encourages the student's positive recognition of a variety of cultures, recognizing similarities and differences

Identifying ESOL Students: 
The Georgia Department of Education provides the following guidelines for identifying students who may be identified as an English Language Learner (ELL):
1. Students whose native/home/first language is other than English
2. Students who have difficulty listening, speaking, reading, writing or understanding the English language to the extent that their language skills are a barrier to their success in a regular classroom

Parents complete The Home Language Survey for his/her child when registering in the Mitchell County School System.  The Home Language Survey is included in the registration form packet.  The HLS helps to determine if there is the influence of a language other than English in the child’s environment.  This survey contains four questions and will identify any languages other than English that are: 
most frequently spoken in the home by adults
2. most frequently spoken in the home by the student
3. student currently understands or speaks
4. prefer
notices of school activities to be sent home

Eligible students are screened with the state-adopted proficiency test, the WIDA-ACCESS for ELLs Placement Test (W-APT) and are determined to be either proficient in English or at a level of English proficiency that can benefit from ESOL services.
Program Delivery Models:
Push-In - Push-in is a model of instruction in which English Language Learners (ELLs) remain in their general education class where they receive content instruction from their content area teacher and language assistance from the ESOL teacher.    
Pull-Out  - Pull-out is a model of instruction in which English Language Learners (ELLs) are "pulled" from their regular classrooms for a class period of intense English language instruction.
Sheltered Content - Sheltered content is a model that can be used in grades 6-12. It uses ESOL strategies to deliver the content of a specific course to English Language Learners (ELLs). Sheltered content instruction aims to facilitate mastery of academic content that is taught through English, as well as promoting the learner's English language development.
Scheduled Class - Scheduled class period is a model that can be used at the secondary level. Students are scheduled for elective classes which focus on speaking, listening, reading and writing. Composed only of English Language Learners (ELLs), students receive instruction specifically targeted to their level of language proficiency.

Title III is a federally-funded program that provides eligible school systems with funding to supplement those ESOL services already in place. School districts with large EL populations receive direct Title III allocations, while school districts with lower incidence populations are grouped into the “Georgia Title III Consortium”. The Title III Consortium allows these “low-incidence” districts to access Title III funds typically available only to districts with greater numbers of ELs. Both ESOL and Title III hold students accountable for progress in, and attainment of, English language proficiency. Upon attainment of English language proficiency, students exit from supplemental language services.

NCLB accountability requirements mandate that the Georgia Department of Education (GaDOE) make annual determinations of district performance on three Title III Annual Measurable Achievement Objectives (AMAOs) pertaining to the performance of Limited English Proficient (LEP) students:


  • AMAO 1, Progress of English Learners (ELs) towards Proficiency in English;
  • AMAO 2, ELs’ Attainment of Proficiency in English; and
  • AMAO 3, Meeting Annual Performance Targets for the EL Subgroup.

Our school districts met the targets for AMAOs 1 and 2.  The 2013 target for AMAO 1, Progress, was set at 52%, and 71.2% of ELs in Georgia made progress.  The 2013 target for AMAO 2, Attainment, was set at 7.25%, and 18.1% of Georgia’s ELs attained English language proficiency. 

Of the 88 Title III sub-grantee districts, 88 met the AMAO 1 Progress target; 86 met the AMAO 2 Attainment target; and 43 met AMAO 3 by meeting the Annual Performance Targets for the EL subgroup. 

The 2013 Title III Consortium was composed of 84 districts with EL populations at a density level ineligible for individual Title III sub-grants.  The determination for AMAOs 1 (Progress) and 2 (Attainment) are made based on the Consortium as a single entity; whereas AMAO 3, Annual Performance Targets for the EL subgroup, is calculated individually for each school district within the Consortium. 

The Title III Consortium exceeded the targets set for AMAO 1, with 71.5% of ELs within the Consortium making progress and exceeded  AMAO 2, targets with 19.3% of ELs attaining English language proficiency.  The Consortium met the Annual Performance Targets of AMAO 3.

If any district failed to make progress toward meeting any one of the three AMAOs for two or more consecutive years, follow-up corrective action on the part of the district is required.   Mitchell County Schools, as part of the consortium, have MET all three AMAOs for the last five years.

Vickie Smith
Federal Programs Coordinator

Jenny Collins
ESOL Teacher
ESOL Parent Meetings scheduled for 2013-2014:

October 8, 2013, 6:30 p.m., MCMS
March 20, 2014, 6:30 p.m., MCHS