English for Speakers of Other Languages Last Updated: 12/16/2022 4:31 PM


Dr. Jacqueline Jones, Title III Coordinator

Bonnie Bendelius, ESOL Teacher

Efrén Muñoz, ESOL Teacher

M "Silk" Lee, ESOL Teacher

Wendy Aldridge, ESOL Teacher

Yasuko Kobayashi, ESOL Teacher

Molly Moore, ESOL Teacher

Cecilia Wolf, ESOL Teacher


Please help us welcome our new ESOL teacher, Mr. Efrén Muñoz Medina.  Mr. Muñoz is orignally from Guadalajara, Mexico where he first attended college. He graduated from the University of Guadalajara with a Bachelors of Art in Teaching English as a Foreign Language in 1993.  He then went on to graduate from LaGrange College in 1995 with a Bachelors of Art in English.  He has16 years of experience teaching. He has taught both Spanish and ESOL classes.

He and his wife Adriana have been married for 20 years and we have 2 children.  He and his family love to do different activities outdoors (hiking, biking, walking, kayaking, etc). Some of his other favorite activities include reading, listening to music, and watching different sports.

This year, Mr. Muñoz teaches ESOL classes at LaGrange High School and we are most delighted to have him as a part of the Troup County ESOL team.  


Click here for ESOL teacher school sites

Click here for ESOL Site Administrators


Interpretation/Translation Request Form

Interpretation Agreement 

Interpretation Agreement Form English

Interpretation Agreement Form Korean

Interpretation Agreement Form Spanish

Office of Civil Rights Fact Sheet

Limited English Proficient (LEP) parents are parents or guardians whose primary language is other than English and who have limited English proficiency in one of the four domains of language proficiency (speaking, listening, reading, or writing).  School districts and SEAs have an obligation to ensure meaningful communication with LEP parents in a language they can understand and to adequately notify LEP parents of information about any program, service, or activity of a school district or SEA that is called to the attention of non-LEP parents.  At the school and district levels, this essential information includes but is not limited to information regarding: language assistance programs, special education and related services, IEP meetings, grievance procedures, notices of nondiscrimination, student discipline policies and procedures, registration and enrollment, report cards, requests for parent permission for student participation in the district or school activities, parent-teacher conferences, parent handbooks, gifted and talented programs, magnet and charter schools, and any other school and program choice options.

School districts must develop and implement a process for determining whether parents are LEP and what their language needs are. It is important for schools to take parents at their word about their communication needs if they request language assistance and to keep in mind that parents can be LEP even if their child is proficient in English. 

SEAs and school districts must provide language assistance to LEP parents effectively with appropriate, competent staff – or appropriate and competent outside resources.  It is not sufficient for the staff merely to be bilingual.  For example, some bilingual staff and community volunteers may be able to communicate directly with LEP parents in a different language, but not be competent to interpret in and out of English (e.g., consecutive or simultaneous interpreting), or to translate documents.  School districts should ensure that interpreters and translators have knowledge in both languages of any specialized terms or concepts to be used in the communication at issue.  In addition, school districts should ensure that interpreters and translators are trained on the role of an interpreter and translator, the ethics of interpreting and translating, and the need to maintain confidentiality.

Some examples of when the Departments have found compliance issues regarding communication with LEP parents include when school districts: (1) rely on students, siblings, friends, or untrained school staff to translate or interpret for parents; (2) fail to provide translation or an interpreter at IEP meetings, parent-teacher conferences, enrollment or career fairs, or disciplinary proceedings; (3) fail to provide information notifying LEP parents about a school’s programs, services, and activities in a language the parents can understand; or (4) fail to identify LEP parents.¹

¹From: Office of Civil Rights, Dear Colleague Letter: English Learner Students and Limited English Proficient Parents (01/7/2015)


Mrs. Lee Kindergarten students at Franklin Forest Elementary are learning about different jobs. 

L 11

Mrs. Lee students at Franklin Forest and Hogansville Elementary creates an opinion writing book on BookCreator.                         Check out the links:

Franklin Forest Elementary

Hogansville Elementary


Troup County School System Celebrates Hispanic Heritage Day at the Park





Mrs. Aldridge's ESOL students at Ethel W. Kight Elementary School had the opportunity to participate in the LaGrange Christmas Parade. With the theme of the parade being Santa's Helpers, these students were chosen because of the way they are consistently helping teachers and other students at Ethel Kight. 





Opportunities: Click the link below

Teach100 Education Resources

Korean Arts & Crafts


Monitoring Forms 2022- 2023

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

Grades PreK-5 English Language Proficiency Standards

Grades 6-12 English Language Proficiency Standards


Educator and Parent LINKS

"My Child is an English Learner": English Version Click here; Spanish Version Click here


GPB Educational Resources

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


Oral Practice, Engagement, & Community-Building Tool:

Virtual Tools:

Listening/Reading Comprehension Tool:
Edpuzzle - Is a self-paced video based learning platform where learners view a video (and read captions) and respond to teacher created questions. Teachers can use self-created videos or videos downloaded from internet.

Writing Tool:
Book creator - Is much more than just a book creator! Learners can use their own pictures and favorite music to individually or collaboratively create e-books to share with classmates and families. There is a free version that allows teachers to create up to 40 books whereas the premium version provides unlimited opportunities to create, collaborate, write, edit, and share.

Reading Comprehension:
English E-Reader - Contains a library of books in English from levels A-C based on the Common European Framework of Reference for Language (CERF). Learners and educators can search for books by reading levels, genres, series, and keywords. Additionally, they can create their own libraries, track their books, and create a list of favorites.

Flipgrid - Is a recording tool for all ages and language levels. Learners record themselves talking and peers and instructors respond. The interaction is not synchronous but it is a wonderful tool to document learner's oral growth and progress.