X.
ADDITIONAL SUPPORT
FOR ENGLISH LEARNERS
A. EL and Special Needs
Interventions
Besides involvement in the instructional ESOL program, students are monitored for
qualification in other programs to support their academic achievement and acquisition of
English. Students who are struggling in the mainstream classroom (Tier I) might be
referred to the RTI process, receiving targeted interventions in Tier II. These
interventions might include tutorials, special reading or math assistance, or instructional
extension, depending on the individual’s identified need. Specific interventions must be
tried for a minimum of six weeks. The RTI team will then determine next steps.
If these interventions are not successful over a designated period of time, the student may
be referred to Tier III. The team determines if additional evaluation is warranted. If
recommended, trained school psychologists use a variety of evaluation instruments to
assess ELs to ensure that psycho-educational assessments reflect the ELs intellectual
ability, and not the level of English proficiency, cultural background or educational
experience. Proficiency assessment in both English and the child's first language are used to
identify the dominant language. Non-verbal tests are another evaluation used. Two bilingual
ancillary examiners who receive specialized training assist psychologist with evaluations
and assist in collecting a myriad of home, school background information to be included
in the decision making process.
The ESOL department has worked closely with the school psychologist over a number of
years to refine the referral and assessment process. The department has provided training
to familiarize psychologist with WIDA Standards and, in particular, the ACCESS test so
that the information from the test can be used as part of the referral and evaluation
process.
Following psycho-educational assessments, if there is a recommendation for special
education services, an IEP meeting is held in which ESOL teachers should be included.
At that time ESOL students have access to all special education programs depending on
their individual needs and must also continue language assistance services.
Special Education
Depending on the extent of the student's disability, it is appropriate for the general education
teacher, ESOL teacher, and the special education teacher to work collaboratively in order to
meet the needs of the EL student. ESOL teachers consult with SPED teachers concerning
identified ELs. The ESOL Student Language Assistance Plan (S_LAP) form is also used to
communicate EL’s language needs and service decisions at the initial eligibility meetings and
subsequent annual re-evaluation meetings. (See Appendix 10-A) Our Special Education
Department also encourages the least restrictive environment for qualifying students.
Therefore, the “Consultative Services” option on the S_LAP form is reserved for students
with severe disability which prohibits them in benefiting from ESOL/language support.
In most instances, all EL-SWD identified students should receive dual services (SPED and
ESOL/language support). Specific procedures for special education assessment and services
are provided in the rules of the State Board of Education, Division for Exceptional Students,
Special Education Rules and Procedures.
SEARCH and BRIDGES
Gifted education services are provided for all students in Hall County who meet the state
eligibility criteria. Nominations for gifted program consideration may be made by
teachers, parents or any other individual who knows a student well. Every effort is made
throughout the nomination, assessment and evaluation process to ensure equitable
identification procedures for all students, including those who have limited English
proficiency. ESOL teachers are important partners in helping SEARCH Program
teachers recognize and effectively assess potentially gifted students from linguistically
and culturally different backgrounds.
There are two eligibility options for placement in SEARCH, Hall County’s program for
gifted students:
 Option 1: The student (a) scores at the 99th %ile (grades K-2) or the 96th %ile
(grades 3-12) on the composite/full scale score of a standardized test of mental
ability AND (b) meets one of the allowable achievement criteria – 90th %ile or
higher on Total Math, Total Reading or the Total Composite score of a
standardized test of academic achievement; or superior rating on a portfolio of
academic work.

Option 2: The student qualifies through a multiple-criteria assessment process by
meeting the standards established by the Georgia State Board of Education in any
three of the four data categories: mental ability, achievement, creativity and
motivation. A variety of assessment tools may be used in each data category,
including nonverbal measures, so that ESOL students may effectively
demonstrate their abilities.
Several elementary schools have a BRIDGES program which serves ELs who show
strong academic skills, but may not yet meet the state guidelines for placement in the
gifted program. Other schools include ELs in a variety of advanced programming options
that do not require them to be identified as gifted, e.g., Ability Grouping, Accelerated
credit options, Advanced Content classes, Advanced Placement Spanish, the International
Baccalaureate Bilingual Programme, etc. Many students who are served in BRIDGES
and other talent development initiatives later meet those state guidelines and qualify for
the district’s gifted program, illustrating the power of taking a proficiency view of ELs
and providing for them a variety of advanced learning opportunities.
Upstart Program at Lanier Charter Career Academy
This program is designed for ELs who have Limited Formal Schooling (LFS). Upstart is
for ELs of high school age who have not been enrolled in school during the most recent
two or more years. These students are typically described as those with limited formal
schooling, which has resulted in significant skill gaps that extend beyond those of typical
at-risk students.
Other Services
Some English Learners are eligible for Migrant Education Program services. Those
students receive additional assistance with academics, social and family issues. Seven
Migrant staff members assist students and families who qualify for supplemental
services. Migrant and Title I summer school is provided for eligible students, many of
whom are ELs.
Through a partnership with University of North Georgia, high school ESOL students may
participate in the summer “Steps to College” program designed to build on academic
growth while emphasizing the opportunities for post-secondary education may provide
them. Students receive ESOL classes and earn .5 Carnegie units upon completion of
selected subject area classes. Transportation is provided by the district. This program is
on the University of North Georgia campus which serves as a motivation for pursuing
higher education.