Multilingual Learner Program, K-12

The mission of the Multilingual Learner Program Office is to provide leadership, guidance, and support to empower GCPS leaders and teachers to recognize and build upon the strengths of each unique multilingual learner by providing effective instruction that expedites English language development and engages each student in learning grade-level Academic Knowledge and Skills (AKS) content.

Enrollment and Screening for English Proficiency

Upon enrollment in GCPS, all parents answer Language Background questions. When newly enrolled students have a primary home language other than English (PHLOTE), they are screened for proficiency in English, even if English is one of the languages they speak. The WIDA Screener for Kindergarten is the assessment used for students through the first semester of first grade. The WIDA Online Screener is used for students in the second semester of first grade through twelfth grade. 

Students who are not yet proficient in English are considered to be Multilingual Learners (MLs) and are eligible for language support services until they meet the exit criteria set by the Georgia Department of Education.  

Elementary school students with a PHLOTE are screened at their local schools.  Middle and high school students with a PHLOTE who are new to U.S. schools are screened at the International Newcomer Center (INC) in Lawrenceville. Parents are asked to call the INC at 678-985-5200 to make an appointment and to bring any school records with them. At the INC, International Student Advisors (ISAs) will interview the student and family about previous schooling, screen the student for English language proficiency and math skills, and make recommendations for course placement to help students learn English and grade-level content as quickly as possible. 

 

Programs for ML Students

GCPS provides ML students with language assistance tailored to their individual English language development needs through a variety of research-based models. All schools are staffed with English to Speakers of Other Languages (ESOL) endorsed or certified teachers. Multilingual learners may receive direct instruction from an ESOL teacher working with the teacher in the classroom, instructional support in the classroom provided by a teacher who holds certification in the academic content and ESOL, instruction through a separate ESOL class taught by the ESOL teacher, or a combination of services. 

Priority is given to meeting the needs of students in the classroom while ensuring that students develop strong literacy skills in listening, speaking, reading, and writing in English. Having strong literacy in English provides a firm foundation for long-term academic achievement in language arts, math, science, social studies, career and technical subjects, fine arts, and health and physical education. ESOL instruction also introduces MLs to key American cultural concepts needed both for success in school and civic engagement. Students are also encouraged to value and draw upon their first language and culture to support their academic success.

The ML Program Office also provides support and professional learning for classroom teachers, so that they can actively engage their ML students in learning grade-level academic language, content, and skills.
 

Assessing Progress Toward and Attainment of English Proficiency

ML students’ level of proficiency in English is assessed every year to ensure that they are making progress toward proficiency in social, instructional, and academic English. The assessment that students take is called  ACCESS for MLs. It measures their proficiency level in listening, speaking, reading, and writing in English. When they attain proficiency and are prepared for academic language tasks across the content areas of language arts, math, science, and social studies, they exit language support services. Students are then actively monitored for a four-year period to assure that they continue to experience academic success without extra language support.