English for Speakers of Other Languages



Jacqueline Jones, Title III Coordinator

Myung "Silk Lee" Kim, ESOL Lead Teacher

Gina Bartlett, ESOL Teacher

Larry Ninas, ESOL Teacher

Yasuko Kobayashi, ESOL Teacher

Wendy Aldridge, ESOL Teacher

Chelsea Walker-Griner, ESOL Teacher


Click here for ESOL teacher school sites

Click here for ESOL Site Administrators


What's Happening in the World of ESOL? 

Summer ESOL Academy

From June 5 to June 16, English Language Learners attend the ESOL Summer Academy at Ethel Kight Elementary School.  The focus of instruction was on reading, writing, listening, and speaking in the English language.

The ESOL Academy staff used a strength based curriculum model to build children’s literacy and resilience skills side by side. The ESOL Academy focused on 7 strengths: Belonging, Curiosity, Kindness, Friendship, Confidence, Courage, and Hope. These core ideas center literacy learning around children’s own stories and connect reading and writing experiences back to students’ own lives. By valuing and celebrating each child’s strengths and stories, the curriculum improves social-emotional development. This is essential for making the students feel fully ready for success in school and healthy relationships, and builds engagement with a supportive community of readers and writers. 

As a culminating activity, the students were able to participate in a field study at Butts Mill Farms where they had the opportunity to practice the skills they were taught in class in a real world setting.

Group picture of children


Opportunities: Click the link below

Teach100 Education Resources

WIDA Conference 2018 

Kennesaw State 18th Annual ESOL Conference 2019

TESOL International Conference 2019

Korean Arts & Crafts

Translation/Interpretation Forms

Translation Request Form

Interpretation Request Form



  •  Title I ESEA requirement (1111(b)(2)(G)(i) that ALL English Learners must be annually assessed on their English proficiency.  As you know, English learners in Georgia are currently being administered the WIDA ACCESS 2.0 through March 8th.
  • Exceeds the requirements stipulated by the No Child Left Behind (NCLB) Act of 2001 and is used to measure and report growth in a manner consistent with the need for fulfilling these requirements.
  • Generates results that serve as one criterion to aid in determining when ELLs have attained the language proficiency needed to participate meaningfully in content area classrooms without program support and on state academic content tests without accommodations.
  • Provides districts with information that will aid in evaluating the effectiveness of their ESL/bilingual programs.
  • Identifies the ELP levels of students with respect to the WIDA ELP Standards' levels 1-6.
  • Provides information that can be used to enhance instruction and learning for ELLs.


Monitoring Forms 2018- 2019

Per State and Federal guidelines, we are required to monitor the English language development and academic progress of ESOL students who have been exited from the ESOL Program (for two years).

Additionally, TCSS ESOL will use these monitoring forms to document the progress of students who are receiving ESOL support services on a consultative basis, students whose parents have refused services and ESOL students whose progress needs to be closely monitored. Teachers are also encouraged to use these forms as a method of gathering classroom performance data on other ESOL students for RTI, parent-teacher conferences or IEP meetings.


Kindergarten WIDA Can Do Descriptors

1st-2nd WIDA Can Do Descriptors

3rd-5th WIDA Can Do Descriptors

6th-8th WIDA Can Do Descriptors

9th-12th WIDA Can Do Descriptors

Educator LINKS

U.S.. Department of Education 


GA TESOL (Georgia Teachers of English to Speakers of Other Languages)


CAL (Center for Applied Linguistics)\


Free Translation

Lessons and Flashcards

Find Flashcards to Study

Resource Links

ACCESS Information

ACCESS for ELs 2.0

Purpose and Use of ACCESS for ELLs 2.0

  • Help students understand their current level of English language proficiency along the developmental continuum.
  • Serve as one of multiple measures used to determine those students prepared to exit English language support programs.
  • Provide teachers with information they can subsequently use to enhance instruction and learning in programs for their English language learners.
  • Provide districts with information that will help them evaluate the effectiveness of their ESL/bilingual programs.
  • Meet federal requirements, such as Annual Measureable Achievement Objectives 1 and 2, for the monitoring of ELLs' progress toward English language proficiency.


As with ACCESS for ELLs, the tasks on the new summative assessment will attempt to replicate the kinds of communicative situations (and the language needed to be processed or produced within them) that might be encountered in different school contexts. Each assessment item and task will target at least one of the five WIDA ELD Standards:

  • Social and Instructional Language
  • Language of Language Arts
  • Language of Mathematics
  • Language of Science
  • Language of Social Studies

ACCESS for ELLs 2.0 will continue to assess each of the four language domains of Listening, Speaking, Reading, and Writing separately.


Spanish For Kids

The Metropolitan Center for Research on Equity and the Transformation of Schools

This websites has glossaries for many subject areas that

offer word translations in multiple languages for grades 3-5; 6-8 and high school. 

Language, literacy and learning in the content areas

ELs andSocial Studies



Parent Tool Kit

English/Spanish (No Child Left Behind)

Consulado de Mexico en Atlanta

Hispanic Scholarship Fund
GoodCall Scholarship Search

Colorin Colorado