DEKALB COUNTY SCHOOL DISTRICT
ENGLISH LEARNERS MASTER PLAN
June 2025
Prepared by RMC Research
BOARD OF EDUCATION
Mrs. Deirdre Pierce, Chair (District 3)
Ms. Allyson Gevertz, Vice Chair (District 4)
Mr. Andrew Ziffer (District 1)
Mrs. Whitney McGinniss (District 2)
Dr. Tiffany Hogan (District 5)
Mr. Diijon DaCosta (District 6) Dr.
Mr. Awet Eyasu (District 7)
Dr. Devon Q. Horton
Superintendent
CABINET MEMBERS
Dr. Kermit Belcher
Chief Information Officer
Mrs. Michelle Dillard
Chief of Schools
Mr. H. Eric Hilton
Chief Legal Officer
Mr. Erick Hofstetter
Chief Operations Officer
Dr. Candace Alexander
Chief of Accountability and
Continuous Improvement
Mr. Elijah Palmer
Chief of Staff
Dr. Norman C. Sauce III
Chief of Student Services
Mr. Byron Schueneman
Chief Financial Officer
Ms. Tasha Davis-Mills
Chief Human Resources Officer
Ms. Stacy Stepney
Chief Academic Officer
Dr. Kishia Towns
Chief of Wrap Around Services
Dr. Yolanda Williamson
Chief of Community Engagement
& Innovative Partnerships
Dr. Triscilla Weaver
Chief of Diversity, Equity & Inclusion
AREA SUPERINTENDENTS
Dr. Beth Kyle, Area I - Elementary Schools
Ms. Terri Brown, Area II - Elementary Schools
Mrs. Ateshia Lester, Area Ill- Elementary Schools
Ms. Bridgette Allen, Middle Schools
Dr. Thomas Glanton, High Schools
Dr. Derrica Boochee-Davis (Interim), Horizon Schools
Dr. Michelle Jones, Specialty Schools
TABLE OF CONTENTS
Message From the Superintendent ........................................................................................ 3
Acknowledgements ............................................................................................................ 4-5
English Learners Department Vision, Mission, and Principles ................................................. 6
Vision......................................................................................................................................... 6
Mission ...................................................................................................................................... 6
Principles ................................................................................................................................... 7
Who We Are .......................................................................................................................... 8
Figure 1. DCSD English Learners Department Organizational Chart ........................................ 9
Who We Serve..................................................................................................................... 10
Table 1. Number of English Learners Per DCSD Area ............................................................. 10
Figure 2. DCSD English Learners Population Growth.............................................................. 11
Figure 3. DCSD Active English Learners Student Population .................................................. 12
Table 2. Top 10 Countries Represented by English Learners in DCSD .................................... 12
Figure 4. English Learners in DCSD by Ethnicity...................................................................... 13
Figure 5. English Learners in DCSD by Gender........................................................................ 13
Figure 6. DCSD PHLOTE Population Growth ........................................................................... 14
Figure 7. DCSD PHLOTE versus Non-PHLOTE Students .......................................................... 15
Table 3. Top 10 PHLOTE Languages in DCSD .......................................................................... 15
Figure 8. DCSD Refugee Student Population Growth ............................................................ 16
Figure 9. DCSD Refugee Student Population .......................................................................... 17
Figure 10. DCSD Refugee Status of English Learners .............................................................. 17
Rationale for The DeKalb County School District English Learners Master Plan ..................... 18
Figure 11. Distribution of English Proficiency Levels by Grade Level, 2024 ........................... 18
Table 4. Comparing GA Milestones by EL Status, Current ELs vs Never ELs ........................... 19
Table 5. Comparing GA Milestones by EL Status, Former ELs vs Never ELs ........................... 19
Figure 12. English Learners ACCESS Band Movement – All Areas (2025)............................... 20
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Figure 13. ACCESS – English Learners Exit Comparison .......................................................... 21
Figure 14. Average Graduation Rate by English Learners (EL) Status, 2021-22 to 2023-24... 21
Summary of Phase 1: English Learners Program Evaluation .................................................. 22
Summary of Phase 2: Developing the DeKalb County School District English Learners Master
Plan..................................................................................................................................... 23
Summary of Phase 3: Implementing, Monitoring, and Final Reporting of the English Learners
Master Plan ......................................................................................................................... 24
Priority Statements ............................................................................................................. 25
Alignment With Georgia Department of Education’s Ten Legal Obligations .......................... 26
Table 6. Alignment of LEA Legal Obligations with DeKalb County School District English
Learners Department Priorities ......................................................................................... 26-29
Theory of Action .................................................................................................................. 30
Figure 15. Theory of Action Example ...................................................................................... 30
DeKalb County School District Theory of Action for The English Learners Master Plan .......... 31
Implementation Action Plan: Goals, Strategies, and Timeline ..........................................32-42
RMC Research Recommendations....................................................................................43-45
Table 7. Recommendations and Goal Alignment .............................................................. 45-46
Figure 16. Proposed English Learners Department Organizational Chart .............................. 47
Glossary of Terms ............................................................................................................48-55
Appendix A – DeKalb County School District English Learners Identification and Entry Criteria
Chart ................................................................................................................................... 56
Appendix B – DeKalb County School District Six Systems Blueprint ....................................... 57
Appendix C – DeKalb County School District ESOL Endorsement Flyer .................................. 58
Appendix D – Resources for Communicating With Our PHLOTE Parents..............................59-60
Appendix E – English Learners Department Framework........................................................ 61
Appendix F – Goal 4-Roundtable Protocol ............................................................................ 62
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MESSAGE FROM THE SUPERINTENDENT
Greetings Stakeholders,
As Superintendent of DeKalb County School District (DCSD), it is my pleasure to share our
continued commitment to supporting and empowering our English learners. This vibrant group
includes more than 18,000 students (20% of DCSD’s overall student population) who represent
over 127 countries and speak about 160 languages across the district.
Our team of educators, leaders, and support staff will remain steadfast on preparing every
English learner to be lifelong learners and responsible global citizens, for success both inside
and outside the classroom.
Our focus will continue to include providing equitable access to high-quality instruction,
ensuring that our English learners develop strong academic skills while progressing in English
language development. This requires investing in targeted professional learning for all staff,
delivering culturally responsive instruction, and strengthening partnerships with families and
communities, to create inclusive school environments that honor our students' cultural and
linguistic experiences.
Our goal is clear: to ensure that every English learner in DeKalb graduates not only with a
diploma, but also with the confidence, skills, and global perspectives needed to thrive in
college, career, and life. Every English learner deserves the opportunity to be celebrated for
their identity and equipped for the future.
The evaluation of DCSD’s ESOL program and the development of the English Learner Master
Plan, will empower all staff and stakeholders to implement with fidelity and efficacy policies
and services, for the success of our multilingual students and families. This vision is supported
by clear goals, strategies and resources to guide our work. Our district teams are committed to
providing the tools and support needed to help our schools meet the unique needs of our
English learners and their families. We believe this effort will benefit not only our students and
families, but also our broader DeKalb community.
Thank you in advance for your partnership and commitment to excellence on behalf of our
English learners.
Sincerely,
Dr. Devon Q. Horton, Superintendent
DeKalb County School District
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ACKNOWLEDGEMENTS
We sincerely thank every member of the Stakeholder Committee for their unwavering
dedication and commitment to developing the DeKalb County School District (DCSD) English
Learners Master Plan. Their collective efforts and valuable insights have played a crucial role in
shaping this initiative, ensuring a lasting positive impact as DCSD continues to prioritize the
academic and personal growth of our English learners (ELs).
Our heartfelt appreciation also goes to the RMC Research team, whose partnership, guidance,
and expertise will help further equip DCSD staff to support the diverse needs of all ELs in our
district.
Lastly, we are deeply grateful to all DCSD stakeholders—especially our English learners and
their families—who generously shared their feedback through student, parent, administrator,
and teacher focus groups and surveys.
The Stakeholder Committee members named below made significant contributions to the
success of this endeavor.
Adam Nykamp, Ph.D. – Indian Creek Elementary School, STEM Teacher
Azi Johnson – Middle School Area EL Coordinator I
Babatunji Ifarinu – Area 2 EL Coordinator I
Chanda Austin – EL Coordinator II
Christina Catinella – Horizon Area EL Coordinator I
Claire Ragsdale – Specialty Area EL Coordinator I
Daniella Bass – EL Coordinator II
Derek Nye – EL Data Analyst
Erica Broadwater – ESOL Specialist
Evelyn Hall, Ed.D. – Executive Director, English Learners Department
Gillian Lee Fong, Ed.D. – Champion Theme Middle School, ESOL Teacher
Gregory Wickersham – International Student Center, Principal
Guadalupe McMurray – Spanish Interpreter
Heather Lieberman – ESOL Specialist
Isabel Sance – Parent School Partnership (PSP) Program Director of MALDEF
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January Stephanopoulos – Lakeside High School, Assistant Principal
Kaderick Davis – Clarkston High School, Business Education Teacher
Karen Golaub, Ed.D. – ESOL Specialist
Kimberly Clarke – Woodward Elementary School, Principal
Margo Williams, Ph.D. – Title III/ Professional Learning Coordinator II
Michael J. Shaw – Coordinator II Research, Data & Evaluation
Natacha Bertrand – EL Coordinator II
Ninalynn Bradshaw – Area 3 EL Coordinator I
Norman C. Sauce III, Ed.D. – Chief of Student Services
Norrie Mills – Title III/Professional Learning Coordinator II
Phoenicia Grant – Counselor II/International Transcript Evaluator
Rebecca Braaten, Ed.D. – Director, Research, Data & Evaluation
Shawna Tamakloe, Ed.D. – Indian Creek Elementary School, Assistant Principal
Stephanie Walker – Rockbridge Elementary School, ESOL Teacher
Susan Stoddard, Ed.D. – Lakeside High School, Principal
Tisa Norvel – Federal Program, Coordinator II
Tyiesha Heyward, Ed.D. – ESOL Specialist
Veneshia Gonzalez, Ed.D. – Horizon Area EL Coordinator I
Yvette Drew, Ed.D. – EL Coordinator II
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ENGLISH LEARNERS
DEPARTMENT
VISION, MISSION,
AND PRINCIPLES
VISION
English learners (ELs) in DeKalb
County School District are
equipped and empowered with the
knowledge and communication
skills necessary to thrive and
positively impact local and global
societies.
MISSION
To support and enhance the
English language development,
academic success, and social-
emotional growth of English
learners, while ensuring access to
all educational opportunities
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PRINCIPLES
The following principles serve as the overarching guidelines of the
DeKalb County School District (DCSD) English Learners Department.
They inform our decision-making and actions in service of our English
learners, their families, and our community.
1. All stakeholders are engaged
through effective and accessible
communication.
2. Families, English learners, and
educators share the collective
responsibility for student success.
3. Data analysis is used to
continuously monitor, impact, and
drive instructional and
programmatic decision-making.
4. High-quality research-based
instruction and assessment are
implemented to positively impact
ELs.
5. Continuous development of
teachers, leaders, and support
staff is prioritized and includes
systems for monitoring and
accountability.
6. Equity drives our work by
addressing opportunity gaps and
systemic barriers that hinder EL
student success.
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WHO WE ARE
The English Learners Department within the DeKalb County School District plays a pivotal role in
supporting the district's commitment to addressing the needs of English learners and their
families. Further, the department oversees a comprehensive range of processes and services,
such as:
• Entrance and exit procedures of English learners
• Language development and academic instruction
• Professional learning for all staff
• Assessments and progress monitoring
• Translation and interpretation services
• Compliance with federal and state regulations
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Figure 1. DCSD English Learners Department Organizational Chart
English Learners Department
Dr. Devon Q. Horton
Superintendent
Dr. Norman C. Sauce III
Chief of Student Services
EL Executive Director
Administrative Assistant EL Data Analyst
(1) (1)
ESOL Interpretation &
EL Budget Specialist
Translation Specialist
(1)
(1)
International Student
ESOL Program Title III & Title IV
Screening Center
Counselors/Transcript Title III
Interpreters Teacher/Screener Coordinator II
Evaluators Coordinator II
(34) (2) (4)
(1.5) (2)
TITLE IV
Bilingual Liaisons ESOL Specialist EL Success
(1) (4) Facilitator
(2)
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WHO WE SERVE
DeKalb County School District’s English learners represent 20% of the overall student population.
They and their families come from unparalleled experiences and backgrounds. Whether they are
refugees, immigrants or U.S. born, they contribute valuable assets to their English language
development and academic journey. The process for EL identification and entry criteria is shown
in Appendix A. The unique needs of each EL subgroup are reflected in the Department’s goals
described in this plan.
Table 1. Number of English Learners Per DCSD Area
*Data from May 2025
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Figure 2. DCSD English Learners Population Growth
DCSD English Learners Population Growth
20,000
18,621 18,902
Number of English Learers
15,000 17,246
16,380
15,111
10,000
5,000
0
2020-21 2021-22 2022-23 2023-24 2024-25
School Year *Data from May 2025
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Figure 3. DCSD Active English Learners Student Population
DCSD Active English Leaners Population
English Learner
20.4%
Non-English Learner
79.6%
*Data from May 2025
Table 2. Top 10 Countries Represented by English Learners in DCSD
Top 10 Countries (English Learners)
Country Students Percent of Total EL
Student Population
Guatemala 2236 14.0%
Mexico 1554 9.7%
Afghanistan 1423 8.9%
Honduras 1151 7.2%
Venezuela 1013 6.3%
India 747 4.7%
Ethiopia 673 4.2%
Congo, The Republic of the 558 3.5%
Myanmar (Burma) 517 3.2%
Jamaica 414 2.6%
*Data from May 2025
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Figure 4. English Learners in DCSD by Ethnicity
English Learners in DCSD by Ethnicity
Two or More Races American Indian
Native Hawaiin or Pacific 0.30% or Alaska Native
Islander .9%
.1%
Asian
White 15.1%
4.4%
African American
13.4%
Hispanic/Latino
65.8%
*Data from May 2025
Figure 5. English Learners in DCSD by Gender
English Learners by Gender
Male Female
47.1% 52.9%
*Data from May 2025
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DCSD serves a growing number of students whose Primary Home Language is Other Than
English (PHLOTE). PHLOTE students are identified based on responses on the Home
Language Survey. The chart below shows PHLOTE student population growth in DCSD since
2021.
Figure 6. DCSD PHLOTE Population Growth
DeKalb County School District
PHLOTE Student Population Growth
29,000
Number of PHLOTE Students
28,000 28,306
27,779
27,000
26,000 26,310
26,144
25,967
25,000
2020-21 2021-22 2022-23 2023-24 2024-25
School Year *Data from May 2025
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Figure 7. DCSD PHLOTE versus Non-PHLOTE Students
DCSD PHLOTE vs. Non-PHLOTE Student Population
PHLOTE Students
30.6%
Primary English Speakers
69.4%
*Data from May 2025
Table 3. Top 10 PHLOTE Languages in DCSD
Top 10 PHLOTE Languages
Language Students Percent of PHLOTE Students
Spanish 17,178 60.7%
Amharic 1,162 4.1%
Swahili 994 3.5%
Dari 792 2.8%
Burmese, Hakka Chin 784 2.2%
Arabic 626 2.2%
Pashto/Pashtu 485 1.7%
Karen 423 1.5%
Bengali 376 1.3%
Nepali 357 1.3%
*Data from May 2025
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DCSD serves an increasing sub-group of English learners identified as refugees. The Georgia
Department of Public Health cites the Refugee Act of 1980 in defining refugees as persons
who are outside of and unable or unwilling to avail himself/herself of the protection of the
home country because of persecution or fear of persecution on account of race, religion,
nationality, membership in a particular social group, or political opinion. DCSD is committed
to meeting the educational needs of these students as part of our English Learners Master
Plan.
Figure 8. DCSD Refugee Student Population Growth
DCSD Refugee Student
Population Growth
3500
Number of Refugee Students
3000 3,327
2500 2,747 2,832
2,350 2,455
2000
1500
1000
500
0
2020-21 2021-22 2022-23 2023-24 2024-25
School Year
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Figure 9. DCSD Refugee Student Population
DCSD Refugee Student Population
Refugee Students
3.6%
Non-Refugee Students
96.4%
*Data from May 2025
Figure 10. DCSD Refugee Status of English Learners
DCSD Refugee Status of English Learners
Refugee
16.1%
Non-Refugee
83.9%
*Data from May 2025
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RATIONALE FOR THE DEKALB COUNTY
SCHOOL DISTRICT ENGLISH LEARNERS
MASTER PLAN
The WIDA ACCESS for ELLs is an English language proficiency assessment administered to
students in grades K-12 who are English learners. The assessment is given once a year in the
Spring semester to monitor their English language development. The levels of English
proficiency range from Entering (1.0-1.9) to Bridging (5.0-5.9). Figure 11 shows DCSD English
learners’ language proficiency performance by grade level in 2024. Most kindergarten and first
grade English learners begin their English language journey at the Entering level.
Figure 11. Distribution of English Proficiency Levels by Grade Level, 2024
100% 1% 1% 2% 2% 1% 1% 1%
6% 5% 4%
11% 10%
90% 8% 16% 18% 17% 17% 18% 20%
28% 29%
80% 11% 28%
70% 37% 38%
37% 35% 35%
60% 43%
49% 47%
36% 32%
50% 94% 35%
40% 75% 29% 28% 20% 23%
23%
30% 16%
16% 25%
20% 33%
24% 24%
22% 23% 23% 26% 25%
10% 18% 20%
13%
8% 7%
0%
KK Gr1 Gr2 Gr3 Gr4 Gr5 Gr6 Gr7 Gr8 Gr9 Gr10 Gr11 Gr12
Entering Emerging Developing Expanding Bridging
Table 4 compares the achievement levels of Current ELs to Never ELs from 2021-22 through
2023-24. The data show that a significantly higher percentage of Current ELs scored below
proficient in math, ELA, and science compared to Never ELs.
Table 5 compares the achievement levels of Former ELs to Never ELs from 2021-22 through 2023-
24. These data indicate that in elementary school, a significantly lower percentage of Former ELs
scored below proficient in math, ELA, and science compared to Never ELs. The same outcome is
observed in middle school math and ELA. In 2023-24, a significantly lower percentage of Former
ELs scored below proficient in math compared to Never ELs.
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Table 4. Comparing GA Milestones by EL Status, Current ELs vs Never ELs 2021-22 to 2023-24
Current ELs vs Never ELs
Achievement Level:
School Year Elementary Middle School High School
Percent Below
Proficient (n=57) (n=17) (n=20)
2021-22 83 > 70 95 > 78 98 > 78
Math 2022-23 81 > 66 94 > 78 94 > 83
2023-24 81 > 64 93 > 76 91 > 81
2021-22 84 > 66 92 > 69 92 > 63
ELA 2022-23 81 > 66 94 > 78 94> 83
2023-24 85 > 61 90 > 64 97 > 62
2021-22 88 >71 92 > 76 92 > 65
Science 2022-23 88 >70 95 > 79 95 > 63
2023-24 90 > 66 94 > 77 88 > 63
Indicates Current EL students performed statistically significantly lower than Never
EL students.
Table 5. Comparing GA Milestones by EL Status, Former ELs vs Never ELs 2021-22 to 2023-24
Achievement level: Former ELs (FEL) vs Never ELs
Percent below School Year Elementary Middle School High School
proficient (n=48) (n=17) (n=19)
2021-22 35 < 70 67 < 78 63 < 78
Math 2022-23 40 < 66 68 < 78 74 < 83
2023-24 33 < 64 59 < 76 67 < 81
2021-22 21 < 66 49 < 69 64 > 63
ELA 2022-23 40 < 66 68 < 78 74 < 83
2023-24 18 < 61 43 < 64 68 > 62
2021-22 32 < 71 62 < 76 64 < 65
Science 2022-23 38 < 70 68 < 79 50 < 63
2023-24 41 < 66 62 < 77 59 < 63
Indicates Former EL students performed statistically significantly better than Never
EL students.
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Figure 12 shows ACCESS band movement for DCSD English learners in 2025. It is noteworthy
that nearly 50% of ELs moved at least one band, and roughly 70% of ELs showed positive band
movement while 30.3% showed no positive band movement.
Figure 12. English Learners ACCESS Band Movement – All Areas (2025)
The Georgia Department of Education (GaDOE) allows school districts the flexibility to establish
English learner program exit criteria. The 2024-2025 school year marks a change in exit criteria
for DCSD students in grades 1-12. To be considered for reclassification through the DCSD
process, these students, including graduating seniors, must meet the reclassification criteria of
a composite proficiency level (CPL) of 4.3 to 4.9 on the WIDA ACCESS 2.0, whereas in previous
years these students had to meet additional criteria. This exit criterion is termed
Reclassification Criteria which differs from a Clear Exit that requires a 5.0 CPL. Exit criteria for
English learners in kindergarten remain the same.
Figure 13 shows the percentage of English learners with Clear Exit and Reclassification Exit
status for 2024 and 2025. There were nearly 2% more Reclassification Exits in 2025 than in the
previous school year, and overall, more students exited in 2025 compared to 2024.
Figure 14 shows that on average, Former ELs outperformed Current ELs and Never ELs on the
graduation rate indicator from 2021-22 through 2023-24.
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Figure 13. ACCESS – English Learners Exit Comparison
Figure 14. Average Graduation Rate by English Learners (EL) Status, 2021-22 to 2023-24
100.0%
80.0% Former ELs
60.0% Never ELs
Current ELs
40.0%
20.0%
0.0%
21-22 22-23 23-24
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SUMMARY OF PHASE 1: ENGLISH
LEARNERS PROGRAM EVALUATION
During Phase 1, RMC conducted an evaluation to inform recommendations for improving district
policies and school practices related to educating ELs. The evaluation covered a review of the major
areas of the English Learners program:
• Identification, Placement, Monitoring, & Exiting of ELs;
• Staffing & Professional Learning for EL Teachers;
• Instructional Models;
• Curriculum & Instructional Materials;
• Assessment & Accountability (Evaluate the effectiveness of the DCSD ESOL program);
• Communication with PHLOTE families; and
• Addressing ELs with Disabilities.
The review applied the following process to each of the major areas: (1) review of district
documentation on current policies and practices, (2) analysis of data, and (3) description and
summary of recommendations for strengthening EL policies and practices in DCSD.
The process drew on information and data from a variety of sources, including documentation
provided by the district with information about policies and practices, focus groups (school/district
leaders), electronic surveys (teacher/principal), classroom observations, and student demographic
information and achievement and language proficiency results. The evaluation of the district’s current
policies and practices was described in a draft evaluation report submitted to the DCSD English
Learners Department on February 5, and the findings informed the EL Master Plan development
completed during Phase 2.
Data Collection and Analysis Timeline
November – December 2024 December 2024 – January 2025 January – February 2025
• Student, School, and District- • Classroom Observations • Triangulation of
s forLevel
PhaseData
1. Quantitative and
• Parent/Student Focus
Qualitative Data
• Teacher and School Leader Group
Surveys • Preparation of
• Principal and District
Evaluation Report
Focus Groups
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SUMMARY OF PHASE 2: DEVELOPING THE
DEKALB COUNTY SCHOOL DISTRICT
ENGLISH LEARNERS MASTER PLAN
Developing the DCSD English Learners Master Plan was an intensive process involving
reflection, discussion, deliberation, and consensus among DCSD stakeholders. RMC Research
Corporation led the district through the process of developing the English Learners Master Plan
through a series of three two-day work sessions from February through April 2025. Each work
session is described in detail below.
Work Session 1: February 11-12, 2025 Work Session 2: March 10-11, 2025
RMC met on-site to collaborate with DCSD EL RMC met on-site with the Stakeholder
Department staff and stakeholders Committee to develop strategic goals to
(Stakeholder Committee) in reviewing and address needs identified during Work Session
reflecting on results from the district’s EL 1. They reviewed and reflected on evidence-
program evaluation. During this session, RMC based resources related to their goals,
staff presented data to the Stakeholder including current literature on effective
Committee identified by DCSD staff (e.g., curriculum, instruction, and assessment
principals, district leadership, counselors, and practices for ELs. They also reviewed research
Horizons EL Coordinators). In groups, on professional learning systems and policy
stakeholders had the opportunity to observe considerations to build their capacity to design
data sets, infer their implications, and identify an effective EL Master Plan. On day two, RMC
needs and priorities in alignment with the facilitated the development of a theory of
GADOE legal requirements for serving ELs. action, which entailed making connections
Prior to Work Session 2, RMC held virtual between identified goals, high-leverage
meetings to provide technical assistance with strategies, and intended outcomes. Prior to
interim assignments, including preparing a Work Session 3, RMC held virtual meetings
presentation on the status of the work for the with the DCSD English Learners Department to
DCSD March board meeting. provide technical assistance with interim
assignments.
Work Session 3: April 15-16, 2025
RMC led the Stakeholder Committee in developing other key components of the English
Learners Master Plan, including crafting vision and mission statements through consensus and
describing key departmental principles to meet the needs of ELs. Stakeholders developed
these components in alignment to the DCSD Strategic Plan. To effectively execute the EL
Master Plan, RMC guided the Stakeholder Committee in developing an implementation action
plan aligned with the theory of action. The implementation action plan describes how high-
leverage strategies will be addressed through key action steps and tasks, a timeline for
completing those steps, staff roles and responsibilities, and an evaluation component to
monitor progress of the English Learners Master Plan. Prior to beginning Phase 3, RMC held
virtual meetings with the DCSD English Learners Department to provide guidance.
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SUMMARY OF PHASE 3: IMPLEMENTING,
MONITORING, AND FINAL REPORTING OF
THE ENGLISH LEARNERS MASTER PLAN
Transitioning from Phase 2 to Phase 3 entailed synthesizing and refining each component of
the English Learners Master Plan developed by the DCSD Stakeholder Committee during
Phase 2 then compiling the components into a master template for publishing.
Phase 3 was grounded in continuous improvement and implementation. On May 13, the
RMC team provided evidence-based resources and guidance to the district English Learners
Department staff to train and support them in developing and implementing a
communication plan. The guidance helped the EL team identify key messaging and
appropriate communication strategies for both internal and external stakeholders.
By the end of Phase 3, RMC finalized the findings of the Evaluation Report and presented
recommendations in preparation for publication of the English Learners Master Plan.
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PRIORITY STATEMENTS
The DCSD Stakeholder Committee identified five critical priority areas based on all available
data. These priorities were developed into statements intended to capture the essential
elements for DCSD in developing and reaching its goals in service of its English learners
population. They also align with the Georgia Department of Education’s ESOL Language
Program – Local Education Agency (LEA) Legal Obligations (Table 6).
1. A guaranteed, viable, and appropriate curriculum aligned with the Georgia
Department of Education standards that gives access for all English learners
for student success.
2. Expand and monitor the impact of high-quality, targeted ESOL focused
professional learning for all staff who serve English learners.
3. Improve communication mechanisms and channels for all stakeholders.
4. Ensure that collaborative processes are equitable and inclusive of all
student support areas.
5. Improve opportunities for EL parents to collaborate and communicate with
school and district staff.
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ALIGNMENT WITH GEORGIA DEPARTMENT
OF EDUCATION’S TEN LEGAL OBLIGATIONS
Table 6. Alignment of LEA Legal Obligations with DeKalb County School District English
Learners Department Priorities
English to Speakers of DeKalb County School District English Learners
Other Languages Department Priorities
Program LEA Legal
Obligations
1. Identify and screen all • Expand and monitor the impact of high-quality, targeted
potential EL students in a ESOL focused professional learning for all staff who serve
timely, valid, and reliable English learners. (Priority Statement 2)
manner.
• Ensure that collaborative processes are equitable and
inclusive of all student support areas.
(Priority Statement 4)
2. Provide EL students with • A guaranteed, viable, and appropriate curriculum aligned
an educationally sound with the Georgia Department of Education standards
and successful ESOL that gives access for all English learners for student
program. success. (Priority Statement 1)
• Expand and monitor the impact of high-quality, targeted
ESOL focused professional learning for all staff who serve
English learners. (Priority Statement 2)
• Ensure that collaborative processes are equitable and
inclusive of all student support areas.
(Priority Statement 4)
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3. Ensure ELs have equal • A guaranteed, viable, and appropriate curriculum aligned
opportunities to with the Georgia Department of Education standards that
participate meaningfully gives access for all English learners for student success.
in curricular and extra- (Priority Statement 1)
curricular activities.
• Expand and monitor the impact of high-quality, targeted
ESOL focused professional learning for all staff who serve
English learners. (Priority Statement 2)
• Improve communication mechanisms and channels for all
stakeholders. (Priority Statement 3)
• Ensure that collaborative processes are equitable and
inclusive of all student support areas.
(Priority Statement 4)
• Improve opportunities for EL parents to collaborate and
communicate with school and district staff.
(Priority Statement 5)
4. Meet the needs of EL • A guaranteed, viable, and appropriate curriculum
students whose parents aligned with the Georgia Department of Education
opt them out of ESOL. standards that gives access for all English learners for
student success. (Priority Statement 1)
• Expand and monitor the impact of high-quality targeted
focused professional learning for all staff who serve
English learners. (Priority Statement 2)
• Ensure that collaborative processes are equitable and
inclusive of all student support areas.
(Priority Statement 4)
• Improve opportunities for EL parents to collaborate and
communicate with school and district staff.
(Priority Statement 5)
5. Provide prepared and • Expand and monitor the impact of high-quality, targeted
trained ESOL teachers and ESOL focused professional learning for all staff who serve
staff. English learners. (Priority Statement 2)
• Ensure that collaborative processes are equitable and
inclusive of all student support areas.
(Priority Statement 4)
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6. Avoid unnecessary • A guaranteed, viable, and appropriate curriculum
segregation of EL students aligned with the Georgia Department of Education
(i.e., Sheltered and Pull- standards that gives access for all English learners for
Out Models). student success. (Priority Statement 1)
• Expand and monitor the impact of high-quality,
targeted ESOL focused professional learning for all staff
who serve English learners. (Priority Statement 2)
• Improve communication mechanisms and channels for
all stakeholders. (Priority Statement 3).
7. Ensure meaningful • Improve communication mechanisms and channels for all
communication stakeholders. (Priority Statement 3)
with EL parents.
• Ensure that collaborative processes are equitable and
inclusive of all student support areas.
(Priority Statement 4)
• Improve opportunities for EL parents to collaborate and
communicate with school and district staff.
(Priority Statement 5)
8. Ensure that EL students • Expand and monitor the impact of high-quality, targeted
who have or are ESOL focused professional learning for all staff who serve
suspected of having a English learners. (Priority Statement 2)
disability under IDEA or
• Ensure that collaborative processes are equitable and
Section 504 are identified,
inclusive of all student support areas.
located, and evaluated in
(Priority Statement 4)
a timely manner and that
their language needs are
considered in evaluation
and services.
9. Monitor and evaluate EL • A guaranteed, viable, and appropriate curriculum aligned
students’ progress in with the Georgia Department of Education standards
English and academic that gives access for all English learners for student
grade-level knowledge; success. (Priority Statement 1)
Exit them when they are • Expand and monitor the impact of high-quality, targeted
proficient in English; and ESOL focused professional learning for all staff who serve
Monitor exited students English learners. (Priority Statement 2)
to ensure they were not • Ensure that collaborative processes are equitable and
prematurely exited. inclusive of all student support areas.
(Priority Statement 4)
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10. Evaluate the effectiveness • A guaranteed, viable, and appropriate curriculum aligned
of the LEA’s ESOL Program with the Georgia Department of Education standards that
to ensure EL students gives access for all English learners for student success.
acquire English and that (Priority Statement 1)
the program is reasonably
• Expand and monitor the impact of high-quality, targeted
calculated to allow ELs to
ESOL focused professional learning for all staff who serve
attain parity of
English learners. (Priority Statement 2)
participation in the
standard instructional • Improve communication mechanisms and channels for all
program with a stakeholders. (Priority Statement 3)
reasonable time period. • Ensure that collaborative processes are equitable and
inclusive of all student support areas.
(Priority Statement 4)
• Improve opportunities for EL parents to collaborate and
communicate with school and district staff. (Priority
Statement 5)
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THEORY OF ACTION
The English Learners Department and Stakeholder Committee developed a theory of action to
affect change in services and practices for improving outcomes for ELs. A theory of action uses
“if-then” statements to illustrate how a set of goals and strategies leads to intended outcomes.
See Figure 15 for a depiction of the process. It begins with proposing goals and high-leverage
strategies for meeting those goals (if we . . . by) which leads to positive outcomes (then we will
have . . .) and culminates in measurable student achievement (and we will see . . .).
Figure 15. Theory of Action Example
If we develop an effective
communication plan for Then we will have . . . And we will see . . .
stakeholders by . . .
• More parents of • An increase in exit
• Revising the current
English learners rates through clear
method of
who are aware of exits and
communication and reclassification and
school and district
• Offering training and • A decrease in
happenings,
coaching tools to chronic
activities, and
staff on absenteeism
initiatives
communicating with
PHLOTE families
To begin the process of developing the Theory of Action, the Stakeholder Committee identified
the five goals below from the ESOL program evaluation findings and critical priority areas.
Stakeholders ensured alignment with the DCSD Six Systems (See Appendix B). Following the
goals is the detailed Theory of Action for the English Learners Master Plan.
Five Goals
1. Facilitate comprehensive implementation of high-quality curriculum and supplemental
materials aligned with GA Standards that support the academic success of all English
learners (ELs).
2. Provide tailored, high-quality professional learning to meet the needs of teachers,
administrators, counselors, and clerical staff for the benefit of all ELs.
3. Develop and implement effective and timely two-way communication processes for all
school and district staff, families, and other stakeholders for the benefit of all ELs.
4. Develop and implement quality organizational systems and collaborative processes that
support all ELs.
5. Increase meaningful collaboration and support active engagement with Primary Home
Language Other Than English (PHLOTE) families for student success.
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DEKALB COUNTY SCHOOL DISTRICT THEORY OF ACTION FOR THE ENGLISH LEARNERS MASTER PLAN
1. IF WE facilitate comprehensive implementation of high-quality curriculum and supplemental materials THEN WE WILL HAVE: THEN WE WILL see
aligned with GA Standards that support the academic success of all English Learners (ELs) by: • More standards-aligned classrooms that integrate an increase in:
• Developing additional high-quality English language development curriculum that is appropriate for all ELs content and English language development and • Exit rate through
including SLIFE, LTELs, Newcomers, etc., engage ELs. clear exits and
• Providing initial and ongoing training and support on the effective use of the curriculum and resources to • More teachers prepared to support ELs throughout reclassification
support ELs, preparing staff to deliver purposefully scaffolded instruction informed by student needs, and the day using the curriculum and materials. • Participation in
targeted instruction to high expectations aligned with different ESOL delivery models, • More materials and resources that are effective in Gifted Program
• Building capacity for staff to deliver instruction that is purposefully scaffolded, informed by student needs supporting ELs. • Participation in
and targeted to high expectations, • More teachers, administrators, counselors, and AP classes
• Collaborating with content area departments to ensure targeted DCSD curricula are aligned to Georgia clerical staff prepared to provide support to ELs. • Access to
Standards of Excellence (GSE) and include instructional materials that support intellectual engagement • More teachers implementing research-based qualified ESOL
and language development of all ELs, instructional strategies for supporting ELs. teachers
2. AND IF WE provide tailored high-quality professional learning to meet the needs of teachers, • Increased teacher, administrator, counselor, and • Four-year EL
administrators, counselors, and clerical staff for the benefit of ELs by: clerical staff capacity for supporting ELs. graduation rate
• Designing and developing training for teachers, administrators, counselors, and clerical staff on research- • More effective communication with families, • College and
based practices to support ELs’ language development and academic achievement, resulting in increased support and achievement of Career
• Establishing a system for implementing and monitoring professional learning for teachers, administrators, students. Readiness
counselors, and clerical staff supporting ELs, • More parents of ELs who are aware of school and Performance
• Building the capacity of teachers and administrators serving ELs on instructional frameworks and delivery district happenings, activities and initiatives. Index (CCRPI)
models. scores
• Increased family participation in parent-teacher
3. AND IF WE develop and implement effective and timely two-way communication processes for all school conferences, Individualized Education Plan (IEP)
and district staff, families, and other stakeholders for the benefit of ELs by: And decreases in:
meetings, and school events.
• Providing adequate and consistent training for school leadership regarding communication protocols, • Number and
• Semester audits conducted by the district to
• Establishing a Standard Operating Procedure for two-way communication, percent of long-
evaluate school adherence to communication
• Monitoring the current process in place to support the communication protocol, term English
protocols.
• Recruiting more interpreters to support schools through high-quality translation and interpretation services learners
• Improved family participation and engagement in
for all district-wide events and family meetings, • Chronic
school activities.
4. AND IF WE develop and implement quality organizational systems and collaborative processes that Absenteeism
• Cross-functional planning structures at the district
support all ELs by:
and school levels to support ELs’ needs.
• Identifying a team of district and school-level personnel to create and implement organizational systems
• Asset-oriented district-wide system where all
and remove barriers that impact ELs,
educators share responsibilities for supporting and
• Prioritizing the changes that need to be made and revising the systems and processes to serve ELs better,
sustaining ELs’ academic and linguistic
5. AND IF WE increase meaningful collaboration and support active engagement with EL families for
development.
student success by:
• Developing ambassador programs at all local schools,
• More families engaged in events, meetings, and
shared decision-making.
• Intentionally inviting parents of ELs to school based organizations and offering language and other support
for shared decision making, • More families accessing resources and school-
based systems.
• Establishing satellite locations within the community for school organizations/meetings,
• Creating/offering family sessions throughout the year providing guidance and support navigating the • More two way communication between families
educational system, and school to access families' funds of knowledge.
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IMPLEMENTATION ACTION PLAN: GOALS,
STRATEGIES, AND TIMELINE
Goal 1: Facilitate comprehensive implementation of high-quality curriculum and
supplemental materials aligned with GA Standards that support the academic
success of all English learners (ELs).
Action Steps and Timeline
High-Leverage Strategy 1.1
Develop additional high-quality English language development curriculum that is appropriate for targeted
subgroups of ELs (including SLIFE, LTELs, Newcomers, etc.).
Completion Date
Year 1 Year 2 Year 3 Year 4
Action Steps 2024-25 2025-26 2026-27 2027-28
1.1.1 Conduct a needs assessment for targeted EL subgroups. 2025
Oct-Dec
1.1.2 Assemble a diverse curriculum development team. 2025
Oct-Dec
1.1.3 Develop or curate differentiated English Language Development March
(ELD) curriculum materials or align resources to mandated DCSD 2026
curriculum. Ongoing
1.1.4 Provide professional learning and ongoing support. July 2026
Ongoing
1.1.5 Pilot the curriculum with targeted student groups. SY 2026-
2027
High-Leverage Strategy 1.2
Provide initial and ongoing training and support the effective use of the curriculum and resources to support
ELs, preparing staff to deliver purposefully scaffolded instruction informed by student needs, and targeted
instruction to high expectations aligned with different ESOL delivery models.
1.2.1 Identify training needs based on ESOL delivery models and staff 2027
roles. Jul-Sept
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1.2.2 Develop and deliver initial professional development on 2027
scaffolded instruction. Jul-Sept
1.2.3 Facilitate collaborative planning to integrate EL supports into 2027
core instruction. Jul-Sept
High-Leverage Strategy 1.3
Build capacity for staff to deliver instruction that is purposefully scaffolded, informed by student needs and
targeted to high expectations.
1.3.1 Provide foundational training on scaffolding strategies (e.g., 2027
modeling, sentence frames, visuals, leveled questioning) for ELs. Jul-Sept
1.3.2 Implement data-informed instructional planning protocols. 2027
Oct-Dec
1.3.3 Conduct training sessions with a focus on high expectations and 2028
access. Jan-June
1.3.4 Establish peer collaboration through professional learning 2028
communities (PLCs) or learning walks. Jan-June
High-Leverage Strategy 1.4
Collaborate with content area departments to ensure targeted DCSD curricula are aligned to GSE and include
instructional materials that support intellectual engagement and language development of all ELs.
July 2025
1.4.1 Conduct curriculum alignment reviews with content area teams. Ongoing
1.4.2 Integrate language development goals into content area units. Oct 2025
Ongoing
1.4.3 Provide cross-departmental professional learning on language- Jan 2026
rich instruction. Ongoing
The implementation of these high-leverage strategies and related action steps will lead to the
achievement of implementation outcomes and long-term impacts:
Implementation Outcomes:
• More standards-aligned classrooms that integrate content and English language development and
engage ELs
• More teachers prepared to support ELs throughout the day using the curriculum and materials
• More materials and resources that are effective in supporting ELs
Long-Term Impacts:
Increases in:
• College and Career Readiness Performance Index (CCRPI) scores
• Exit rate through clear exits and reclassification
• Participation in Gifted Program
• Participation in AP classes
• Four-year EL graduation rate
And a decrease in:
• Number and percent of long-term English learners
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Implementation Leads Resources, Partners, and Staffing Recommended Positions
• EL Senior Coordinator • Area EL Coordinator • Additional ESOL Specialists
(Proposed) • Student Support Services • Additional ESOL teachers
• EL Coordinator II partners (SWD & Gifted) for sheltered courses
• EL Professional Learning • ESOL Lead Teachers • EL Senior Coordinator
Coordinator (Proposed) • Stipend funding (TBD) • EL Professional Learning
• ESOL Specialist • External curriculum Coordinator
developer (TBD)
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Goal 2: Provide tailored, high-quality professional learning to meet the needs of
teachers, administrators, counselors, and clerical staff for the benefit of all ELs.
Action Steps and Timeline
High-Leverage Strategy 2.1
Design and develop training for teachers, administrators, counselors, and clerical staff on research-based
practices to support ELs’ language development and academic achievement.
Completion Date
Action Steps Year 1 Year 2 Year 3 Year 4
2024-25 2025-26 2026-27 2027-28
2.1.1 Identify strengths and collaboration opportunities within the EL
Sept 2025
Department and Area EL Coordinators to deliver targeted professional Ongoing
learning.
2.1.2 Develop a data-driven needs assessment to design targeted
professional learning opportunities for teachers, administrators,
Sept 2025
counselors, and clerical staff to meet local school needs. Use CCRPI (or Ongoing
most recent) data to identify needs in combination with learning
walks.
High-Leverage Strategy 2.2
Establish a system for implementing and monitoring professional learning for teachers, administrators,
counselors, and clerical staff supporting ELs.
2.2.1 Design a professional learning cycle that includes local needs
assessment, coaching, professional development, a monitoring cycle, Sept 2025
and follow-up. Ongoing
High-Leverage Strategy 2.3
Build the capacity of teachers and administrators serving ELs on instructional frameworks and delivery models.
2.3.1 Create a resource bank of video and materials utilizing Oct 2025
exemplars from DCSD. Ongoing
2.3.2 Provide access to the resource bank through the EL Department Aug-Sept
SharePoint site. 2025
2.3.3 Develop an ongoing schedule between the EL Department and June
Area EL Coordinators to identify needs and provide PL. 2025
Ongoing
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The implementation of these high-leverage strategies and related action steps will lead to the
achievement of implementation outcomes and long-term impacts:
Implementation Outcomes:
• More teachers, administrators, counselors, and clerical staff prepared to provide support to ELs
• More teachers implementing research-based instructional strategies for supporting ELs
• Increased teacher, administrator, counselor, and clerical staff capacity for supporting ELs
Long-Term Impacts:
Increases in:
• Exit rate through clear exits and reclassification
• Access to ESOL endorsed/qualified teachers
• College and Career Readiness Performance Index (CCRPI) scores
• Four-year EL graduation rate
And a decrease in:
• Number and percent of long-term English learners
Implementation Leads Resources, Partners, and Staffing Recommended Positions
• EL Senior Coordinator • Area EL Coordinator • Additional ESOL Specialists
(Proposed) • Student Support Services • ESOL Compliance Specialist
• EL Coordinator II partners (SWD & Gifted)
• EL Professional Learning • ESOL Lead Teachers
Coordinator (Proposed)
• ESOL Specialist
• ESOL Compliance Specialist
(Proposed)
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Goal 3: Develop and implement effective and timely two-way communication
processes for all school and district staff, families, and other stakeholders for the
benefit of all ELs.
Action Steps and Timeline
High-Leverage Strategy 3.1
Provide adequate and consistent training for school leadership regarding communication protocols.
Completion Date
Action Steps Year 1 Year 2 Year 3 Year 4
2024-25 2025-26 2026-27 2027-28
3.1.1 Develop communication protocols, including the ESOL contact
August
list, for the ESOL department to share with school leadership and 2025
schools.
3.1.2 Provide a quarterly newsletter (ESOL News You Can Use) with August
a link to the ESOL contact list. 2025
Ongoing
3.1.3 Collaborate with area coordinators to disseminate August
communication at principal meetings. 2025
Ongoing
High-Leverage Strategy 3.2
Establish a standard operating procedure (SOP) for two-way communication.
3.2.1 EL Department Coordinators will develop and disseminate SOP Aug-Sept
for Area EL Coordinators. 2025
3.2.2 Area coordinators will convey district ESOL communication August
SOP to all district and school staff. 2025
Ongoing
High-Leverage Strategy 3.3
Monitor the current process in place to support the communication protocol.
3.3.1 ESOL Coordinators formally report on top communication August
issues at monthly job-like meetings. 2025
Ongoing
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High-Leverage Strategy 3.4
Recruit more interpreters to support schools through high-quality translation and interpretation services for all
family meetings and district-wide events.
2025
3.4.1 Implement retention incentives for current interpreters. Ongoing
3.4.2 Collaboration with refugee, community, and voluntary July 2025
organizations to recruit interpreters. Ongoing
The implementation of these high-leverage strategies and related action steps will lead to the
achievement of implementation outcomes and long-term impacts:
Implementation Outcomes:
• More effective communication with families, resulting in increased support and achievement of students
• More parents of ELs are aware of school and district happenings, activities and initiatives
• Increased family participation in parent-teacher conferences, IEP meetings, and school events
• Semester audits conducted by the district to evaluate school adherence to communication protocols
• Improved family participation and engagement in school activities
Long-Term Impacts:
Increases in:
• College and Career Readiness Performance Index (CCRPI) scores
• Exit rate through clear exits and reclassification
• Participation in Gifted Program
• Participation in AP classes
• Access to ESOL endorsed/qualified teachers
• Four-year EL graduation rate
And decreases in:
• Number and percent of long-term English learners
• Chronic Absenteeism
Implementation Leads Resources, Partners, and Recommended Positions
• EL Department Executive Staffing • Additional ESOL
Director • Area EL Coordinator Specialists
• EL Senior Coordinator • EL Translation & • ESOL Compliance
(Proposed) Interpretation Unit Specialist
• EL Coordinator II • Student Support • Interpretation and
• EL Professional Learning Services partners (SWD Translation
Coordinator (Proposed) & Gifted) Specialist
• ESOL Specialist • ESOL Lead Teachers • EL Department
• ESOL Compliance Specialist • DCSD Communication Parent Liaison
(Proposed) Department • Additional
• Interpretation and Translation • Community Interpreters
Specialist (Proposed) Stakeholders
• EL Department Liaison (Proposed)
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Goal 4: Develop and implement quality organizational systems and collaborative
processes that support all ELs.
Action Plan and Timeline
High-Leverage Strategy 4.1
Identify a team of district and school-level personnel to create and implement organizational systems and
remove barriers that impact ELs.
Completion Date
Action Steps Year 1 Year 2 Year 3 Year 4
2024-25 2025-26 2026-27 2027-28
4.1.1 District leadership identifies a team of people to serve on Sept-Nov
the Roundtable (see Appendix F for Roundtable Protocol). 2025
4.1.2 Establish a process for developing organizational systems
Sept-Nov
and processes for serving ELs (i.e. graduation rates, 2025
reclassification, scheduling, access to specialty programs, etc.).
4.1.3 Establish a schedule for collaborative meetings. Sept-Nov
2025
High-Leverage Strategy 4.2
Prioritize the changes that need to be made and revise the systems and processes to serve ELs better.
4.2.1 Prioritize the systemic challenges (graduation rates,
reclassification, scheduling, access, etc.) and establish a protocol Sept-Nov
2025
for addressing them as they occur.
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The implementation of these high-leverage strategies and related action steps will lead to the
achievement of implementation outcomes and long-term impacts:
Implementation Outcomes:
• Cross-functional planning structures at the district and school levels to support ELs’ needs
• Asset-oriented district-wide system where all educators share responsibilities for supporting and
sustaining ELs’ academic and linguistic development
Long-Term Impacts:
Increases in:
• Participation in Gifted Program
• Participation in AP Classes
• Four-year EL graduation rate
And a decrease in:
• Chronic absenteeism
Implementation Leads Resources, Partners, and Staffing Recommended Positions
• EL Senior Coordinator • Area EL Coordinator • Additional ESOL Specialists
(Proposed) • Counselor/Social Worker • EL Senior Coordinator
• EL Coordinator II • Student Support Services
• ESOL Specialist partners (SWD & Gifted)
• ESOL Lead Teacher
• Curriculum & Instruction
Division
• Division of Access and
Opportunity
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Goal 5: Increase meaningful collaboration and support active engagement with
Primary Home Language Other Than English (PHLOTE) families for student success.
Action Plan and Timeline
High-Leverage Strategy 5.1
Develop ambassador programs at all local schools.
Completion Date
Action Steps Year 1 Year 2 Year 3 Year 4
2024-25 2025-26 2026-27 2027-28
5.1.1 Create an outline that details the description and expectations Sept 2025
of the program. Ongoing
5.1.2 Identify parents and students who are interested in fulfilling Sept 2025
the role of ambassador. Ongoing
5.1.3 Create a schedule that fits the needs of the schools and Sept 2025
families. Ongoing
5.1.4 Offer local training at the school. Sept 2025
Ongoing
High-Leverage Strategy 5.2
Invite parents of ELs to school-based organizations and offer language and other support for
shared decision making.
5.2.1 Ensure access to interpretation and translation services. Sept 2025
Ongoing
5.2.2 Consistent meaningful communication practices for meetings. Sept 2025
Ongoing
5.2.3 Utilize a variety of communication channels to disseminate Sept 2025
information to ensure opportunities for shared decision making. Ongoing
High-Leverage Strategy 5.3
Establish satellite locations within the community for school organizations/meetings.
5.3.1 Identify community partners that can provide resources and Jan 2026
support. Ongoing
5.3.2 Identify strategic satellite locations in the community. Jan 2026
Ongoing
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5.3.3 Recruit highly qualified interpreters to serve satellite Jan 2026
locations. Ongoing
High-Leverage Strategy 5.4
Create/offer family sessions throughout the year providing guidance and support navigating the educational
system.
Sept 2025
5.4.1 Align family sessions within the feeder pattern schools & Jan
strategically throughout the year. 2026
Ongoing
5.4.2 Create a schedule for the beginning of each semester Sept 2025
(September & January) that outlines key educational system topics & Jan
(testing, graduation requirements, credit recovery, etc.) throughout 2026
the year. Ongoing
The implementation of these high-leverage strategies and related action steps will lead to the
achievement of implementation outcomes and long-term impacts:
Implementation Outcomes
• More families engaged in events, meetings, and shared decision-making
• More families access resources and school-based systems
• More two-way communication between families and school to access families’ funds of knowledge
Long-Term Impact
Increases in:
• College and Career Readiness Performance Index (CCRPI) scores
• Exit rate through clear exits and reclassification
• Participation in Gifted Program
• Participation in AP Classes
• Four-year EL graduation rate
And decreases in:
• Number and percent of long-term English learners
• Chronic absenteeism
Implementation Leads Resources, Partners, and Staffing Recommended Positions
• EL Senior Coordinator • Area EL Coordinator • Additional ESOL Specialists
(Proposed) • School Counselors • EL Department Parent
• EL Coordinator II • Community stakeholders Liaison
• EL Department Parent • ESOL Lead Teachers • Interpretation and
Liaison (Proposed) Translation Specialist
• ESOL Specialist
• Interpretation and
Translation Specialist
(Proposed)
• EL Department Parent
Liaison (Proposed)
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RMC RESEARCH RECOMMENDATIONS
From October 2024 through February 2025, RMC Research Corporation conducted an
evaluation of the DCSD ESOL Program. From the study’s findings RMC made four
recommendations for improving ESOL program services and practices:
1. Update and refine the ESOL Handbook
• Develop and implement a process to clearly communicate to teachers and school leaders
that EL student progress must be monitored regardless of the student’s participation in
the ESOL program. Address in a separate section the MTSS/RTI process for ELs needing
Tier 2–3 support regardless of their participation in the ESOL program. Additional ESOL
Specialists would support teachers and MTSS specialists in ensuring that students receive
adequate support for the MTSS/RTI process.
• The Parent Waivers section (p. 14) could include Step 7 of the Parent Waiver of ESOL
Services Standard Operating Procedures which states, “Create a written plan, such as an
Instructional Language Plan (ILP), explaining how the school will meet the language and
academic needs of ELs whose parent/guardian waives ESOL services, and upload it to
Infinite Campus” (p. 1). The ILP must be updated annually if and when a new waiver is
received from the parent, and it should be made available to all teachers serving this EL
student each school year.
Data Source: District ESOL Handbook, Parent Waiver of ESOL Services Standard
Operating Procedures, 2024
Rationale: Improve communication with schools to implement sound practices that
support positive outcomes for English learners (ELs)
2. Develop and disseminate a communication plan for both internal and external
stakeholders
• Revise the current method of internal dissemination (i.e., to teachers, school leaders, and
other instructional staff) of information on district instructional resources and materials
available to serve ELs. Services and information provided by all EL Coordinators must be
consistent and the same throughout the district. In addition to the ESOL Handbook (DCSD,
2024), provide training to all area EL Coordinators, EL Department Coordinators, and
Specialists to ensure they are knowledgeable and well-informed about all relevant topics
and can provide the same level of support and response to all schools across the district.
Services and information about mandates provided by all EL Coordinators, additional ESOL
Specialists, and ESOL Compliance Specialists must be consistent.
• Offer training, coaching, tools, and techniques to staff on communicating with non-
English-speaking families.
• Review and improve access to in-person communication with non-English-speaking
families to develop effective school-family engagement.
• Establish practices in conjunction with the Research, Data, and Evaluation department to
generate EL achievement, clear exit/reclassification trends, and EL graduation rates with
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disaggregated data to be published annually. Parent Liaisons and additional ESOL
Specialists can support the communication and dissemination of the data reports.
Data Sources: District ESOL Handbook, Parent/Student Focus Groups, Principal Focus
Groups, Parent Surveys
Rationale: Improve communication practices that advance systems change
3. Review resource allocation
• Utilize resources to hire additional staff (ESOL Specialists, Parent Liaisons, and ESOL
Compliance Specialists) and review the allocation of resources (talent recruitment,
instructional materials, etc.) to support the needs of the EL population; determine
outcomes associated with each service and keep/expand only those associated with
positive outcomes (GADOE, 2024d, p.5).
• Increase collaboration between Area EL Coordinators and the EL Department to increase
school administration knowledge of ESOL delivery models to facilitate a review of the
allocation of ESOL teachers across segments, focusing on an analysis of scheduling, current
allocations, and student outcomes. Review the allocation of ESOL teachers across
segments, focusing on an analysis of scheduling, current allocations, and student
outcomes. Recruit and retain highly qualified ESOL teachers to expand ELs’ access to
sheltered instruction.
Data Sources: District ESOL Handbook, Standard Operating Procedure-Intensive
English, District Focus Group, Principal Focus Group, Instructional Leader Survey,
Teacher Survey, Administrative Data (ESOL segments, language and achievement
scores)
Rationale: Improve use of allocated resources
4. Improve meaningful access to the curriculum
• Provide effective, high-quality professional learning that includes modeling and coaching
of specific evidence-based instructional practices to ESOL teachers, general education
teachers, and building administrators across schools, grade levels, and subjects. The
recruitment of additional ESOL Specialists and EL Professional Learning Coordinators will
enable DCSD to positively impact all teachers’ instructional capacity to better serve ELs.
• Revise the current classroom observation instrument for EL coaching practices to include
indicators of high-quality, evidence-based instructional practices when serving ELs.
• Provide ongoing professional learning and coaching to ESOL teachers, general education
teachers, and school-level instructional leaders on the use of formative (real-time and
benchmark) and summative assessment data to monitor progress in English language
development and to inform high-quality instruction. EL Professional Learning Coordinators
must collaborate with ESOL Specialists to guide all teachers towards implementing data-
driven instructional strategies.
• Collaborate with designated DCSD stakeholders to impact advising practices so that
schedules for ELs promote and increase their participation in higher-level courses in
middle school and AP and IB courses in high school. EL Senior Coordinators must engage in
partnerships with identified DCSD stakeholders for the benefit of ELs.
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• Revise the process to support ELs with parent waivers. For monitoring purposes, ESOL
Lead Teachers and ESOL Compliance Specialists must ensure the effectiveness of the
support provided to waived ELs.
Data Sources: Average implementation of high-quality instruction and assessment as
evidenced through Classroom Observation data, Principal Surveys, District ESOL
Handbook, English Learners ACCESS Band Movement – All Areas (2025), Clear Exit and
Reclassification data, Graduation Rate data
Rationale: Improve teacher practice with using evidence-based instruction, improve
student outcomes, increase opportunities for EL students
After the evaluation phase, RMC led DCSD through the process of developing the English
Learners Master Plan, where the EL Department and stakeholders observed data sets from the
evaluation, made inferences, and identified needs. Through the identification of these needs,
the EL Department and Stakeholder Committee developed the five strategic goals outlined in
the previous section. Alignment between the recommendations made by RMC and the five
English Learners Master Plan goals is illustrated in Table 7.
Table 7. Recommendations and Goal Alignment
DCSD English Learners RMC ESOL Program Evaluation Recommendations
Master Plan Strategic
Update and Develop and Review Improve
Goals
refine the DCSD disseminate a resource meaningful
ESOL Handbook communication allocation access to the
plan for both curriculum
internal and
external
stakeholders
Goal 1: Facilitate
comprehensive
implementation of high-quality
curriculum and supplemental X
materials aligned with GA
Standards that support the
academic success of all English
learners (ELs).
Goal 2: Provide tailored, high-
quality professional learning to
meet the needs of teachers, X
administrators, counselors, and
clerical staff for the benefit of
ELs.
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Goal 3: Develop and implement
effective and timely two-way
communication processes for
all school and district staff,
families, and other
X X
stakeholders for the benefit of
ELs.
Goal 4: Develop and implement
quality organizational systems
and collaborative processes X
that support all ELs.
Goal 5: Increase meaningful
collaboration and support
active engagement with
Primary Home Language Other X
than English (PHLOTE) families
for student success.
Based on these ESOL program evaluation outcomes, the RMC team and English Learners
Department have identified where additional resources are needed to support the achievement
of the strategic plan’s goals. Additional resources and funding are needed for:
Curriculum
• Developing ESOL curriculum and trainings for implementation.
• Revising current ESOL curriculum to align with new GSE standards.
• Developing SLIFE curriculum.
Professional Learning & Coaching
• Expanding district-wide SIOP training.
• Ongoing support for school-level instructional leaders, ESOL teachers, and general
classroom teachers with progress monitoring of EL students’ academic language using
formative, benchmark, and summative data.
Support and Monitoring
• Supporting teachers with new reclassification efforts.
• Supporting teachers with implementing Instructional Language Plans (ILPs) to fidelity.
Organizational Expansion of the English Learners Department
• Recruiting additional ESOL specialists and newly proposed EL Professional Learning
Coordinators to provide training and coaching for implementation at the school level.
• Hiring additional ESOL endorsed or certified teachers and interpreters to fully
implement the DCSD EL Master Plan to facilitate meeting the five goals within the next
four years.
These staffing recommendations are summarized in the previous section Implementation
Action Plan: Strategic Goals and Timeline. Figure 16 depicts a proposed new configuration of
the English Learners Department based on these recommendations.
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Figure 16. Proposed English Learners Department Organizational Chart
English Learners Department
Executive Director
Administrative Assistant ESOL Budget Specialist EL Data Analyst II
(1) (1) (1)
EL Senior Coordinator
EL Senior Coordinator International Student
EL Senior Coordinator
Professional Learning and Screening Center /
ESOL Program
Compliance Interpretation &
(2) (1) Translation Services
(1)
ESOL
EL Coordinator II EL PL Coordinator Counselor/Transcript
(6) (2) Evaluator
(2)
EL Success Facilitators EL Screeners
ESOL Specialist
(Title IV ) (4)
(14)*
(2) (2 =12 mth, 2 =10 mth)
ESOL Interpretation and
Compliance Specialist Translation Specialist
* ESOL Specialists =14 (2) (2)
Area 1 Elementary = 2
Area 2 Elementary = 2
Area 3 Elementary = 1
Area Middle School = 2 EL Department Interpreters
Area High School = 2 Parent Liason
(34)
(7)**
Area Horizon = 3
Area Specialty = 2
**EL Department Parent Liaisons = 7 Bilingual Liason
(1)
(one per area)
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GLOSSARY OF TERMS
A
Academic English
Academic English is the English language ability required for academic achievement in context-
reduced situations, such as classroom lectures and textbook reading assignments. This is
sometimes called Cognitive/Academic Language Proficiency (CALP).
WIDA ACCESS 2.0
ACCESS 2.0 is an English language proficiency assessment used in WIDA Consortium member
states to measure the English language skills of K-12 students identified as English learners. It
assesses the four language domains of listening, speaking, reading, and writing, aligned with
the WIDA English Language Development (ELD) standards. The test is administered annually to
monitor students' progress in acquiring English proficiency and meets federal requirements
under the Every Student Succeeds Act (ESSA).
Accommodation
An accommodation is provided when language (spoken or written) is adapted to make it more
understandable to second language learners. During assessments, accommodations may be
made to the presentation, response method, setting, or timing/scheduling of the assessment
(Baker, 2000; Rivera & Stansfield, 2000).
Advanced Placement (AP) Class
An AP (Advanced Placement) class is a rigorous, college-level course offered to high school
students. These classes are designed to prepare students for the rigor of college coursework
and offer the opportunity to earn college credit by passing a corresponding AP exam.
Assessment
Assessment is a broad term used to describe the gathering of information about student
performance in a particular area.
B
Basic Interpersonal Communication Skills (BICS)
Basic Interpersonal Communication Skills (BICS) is often referred to as "playground English",
"survival English", or "social language." It is the basic language ability required for face-to-face
communication, where linguistic interactions are embedded in a situational context called
context-embedded language.
Biliteracy
Biliteracy is the ability to communicate and understand written thoughts and ideas using
grammatical systems, vocabulary, and written symbols of two different languages.
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C
CCRPI
College and Career Readiness Performance Index (CCRPI) is a tool that measures how well
schools, districts, and the state are preparing students for post-secondary education and
careers.
Chronic Absenteeism
Chronic absenteeism is defined as missing 10% or more school days. It is a serious issue with
far-reaching consequences for students and schools. It can lead to academic difficulties and
other adverse outcomes. Factors contributing to chronic absenteeism are often intertwined,
including health issues, family circumstances, and social-emotional challenges.
Cognitive/Academic Language Proficiency (CALP)
Cognitive/Academic Language Proficiency (CALP) is the language ability required for academic
achievement in a context-reduced environment. Context-reduced environments include
classroom lectures and textbook reading assignments, with few environmental cues (facial
expressions and gestures) that help students understand the content.
Content Area
Content areas include academic subjects such as math, science, English/language arts, reading,
and social sciences. Language proficiency may affect performance in these areas.
Content Area Teachers
Content area teachers are certified educators who teach academic subjects (math, science,
English/language arts, history).
Continuous Assessment
Continuous assessment is an element of responsive instruction in which the teacher regularly
monitors student performance to determine how closely it matches the instructional goal.
Credit Recovery Program
This program helps students who have not passed a course and earned the credit they need to
graduate or continue their education. The program typically offers online courses or modules
that allow students to retake the material and demonstrate mastery through assessments, pre-
tests, post-tests, and final exams.
Curriculum
Curriculum is a guide for all educators for teaching and learning, so that every student has
access to rigorous academic experiences.
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D
Differentiated Instruction
Differentiated instruction is an approach to teaching that includes planning and executing
various approaches to content, process, and product. It is used to meet the needs of students
with differences in readiness, interests, and learning needs.
E
English Language Development (ELD)
English language development (ELD) is instruction designed specifically for English language
learners to develop their listening, speaking, reading, and writing skills in English. This type of
instruction primarily focuses on English language development and not academic content. The
WIDA ELD Standards Framework provides a foundation for enhancing curriculum, instruction
and assessment for (K-12) English learners.
English Learners (ELs)
English learners (ELs) are students in the process of learning English. While many ELs are
immigrants, the majority are born in the U.S.
Other names for this student population:
• English language learner (ELL)
• Dual-language learners
• Bilingual/multilingual students
English Learner Subgroup
The overall umbrella for ESOL service in DCSD is broken into many subgroups:
• Intensive English Program
• Lab/SLIFE Program
• Long-term English Learners (LTEL)
• Refugee
English Language Proficiency (ELP)
To master academic language, English learners must develop proficiency in the four language
domains: speaking, writing, reading, and listening. Every state is required to have its own set of
English language proficiency (ELP) standards that lay out what a student should be able to do in
English in each domain and at each level of English proficiency.
Entry criteria
Entry criteria are guidelines that designate students as English language learners and help place
them appropriately in language support services. Criteria include a home language survey and
English language proficiency test performance.
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ESOL
ESOL is defined as English to speakers of other languages. This does not refer to the student but
to the name of the course.
Other names for programs of English instruction:
• English as a second language (ESL)
• English language development (ELD)
• English as a New Language (ENL)
• English language learner (ELL) instruction
• English learner (EL) instruction
ESOL Endorsed or Certified Teachers
An ESOL-endorsed teacher is a qualified educator who has completed specialized coursework
and training to teach English to English learners effectively. This training prepares them to
teach ESOL-designated courses and support English learners in regular classrooms. Content-
certified teachers who become ESOL endorsed qualify to teach Sheltered Content courses.
Exit criteria
Exit criteria are guidelines for ending special services for English language learners and placing
them as fluent English speakers in mainstream, English-only classes. These criteria are usually
based on a combination of performance on an English language proficiency test, grades,
standardized test scores, and teacher recommendations.
Exit Rate
The ESOL exit rate is the percentage of students exiting the ESOL program annually. It can vary
based on the specific district and its exit criteria.
F
First Language
The first language is a student’s native language. Sometimes, it is referred to as L1 in shorthand.
Fluency
Fluency is reading a text accurately, quickly, and with proper expression and comprehension.
Fluent readers can focus on the text’s meaning, as they do not have to concentrate on decoding
words.
G
Gifted Program
DCSD's Gifted Program enhances the talents and intellectual curiosity of students who meet
certain academic and/or creative criteria. These students often require special instruction or
services to reach their full potential.
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Georgia Standard of Excellence (GSE)
GSE refers to the Georgia Standards of Excellence, the state-level curriculum standards that
guide education in Georgia. These standards cover subjects like English Language Arts,
Mathematics, Science, Social Studies, and Fine Arts, setting expectations for student learning at
each grade level. The GSE is designed to help prepare students for college and careers.
H
Higher Cognitive Demands
High cognitive demand requires significant mental effort and engagement beyond rote
memorization or simple procedures. It challenges students to think deeply, analyze
information, and make connections. These tasks often involve problem-solving, higher-order
thinking, and applying concepts in real-world situations.
Highly Qualified Interpreters
DCSD interpreters possess proven abilities to effectively and accurately interpret, both
receptively and expressively, using specialized vocabulary. They have professional credentials,
like certification from organizations such as the National Board of Certification for Medical
Interpreters (NBCMI) or Registry of Interpreters for the Deaf, Inc. (RID). They may have passed
exams or evaluations demonstrating interpreting competence.
Home Language Survey
The home language survey is a questionnaire completed by parents or guardians to identify a
student's primary language and determine if they need additional language support services. It
is the primary step in identifying potential English learners (ELs) and ensuring all students
receive appropriate instruction.
I
Individualized Education Plan (IEP)
An IEP is a plan outlining special education and related services specifically designed to meet
the unique educational needs of a student with a disability. IEP meetings are held by the IEP
team, including the ESOL teacher, concerning how a dually identified (EL and SWD) student is
served.
Instructional Framework
An instructional framework is a structured approach that provides a foundation for teaching
and learning; it guides educators on how to plan and deliver instruction, and assess learning. It
is a shared understanding of educational goals and principles, helping schools and districts
ensure consistent, high-quality instruction. DCSD’s instructional framework for serving English
learners is the Sheltered Instruction Observation Protocol.
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Instructional Language Plan (ILP)
An instructional language plan is a document that outlines areas of language needing
improvement and strategies to address them. It guides how academic language will be taught,
learned, and assessed in a specific educational context. It is particularly important for English
learners who may require individualized support.
Instructional Model – An instructional model is the structured approach to teaching English
language learners in each course. The allowable types of instructional models are:
• Sheltered
• Push-in
• Pull-out
• Newcomer programs - Intensive English and Lab/SLIFE
Instructional Planning
Instructional planning for English learners includes collaborative planning that connects ESOL
instruction with general education by involving multiple educators in designing, implementing,
and evaluating lessons for English learners. This approach ensures that ELs' language
development needs are met alongside their academic content learning.
Intensive English Program
DCSD’s Intensive English Program serves English learners who are attending their first US
school and score below Level 2 on the WIDA Screener.
L
Language Development Framework
A Language Development Framework provides a structure and foundation for language
instruction and development. DCSD utilizes the WIDA English Language Development (ELD)
as the foundation for teaching and learning.
Language Proficiency
Proficiency in a second language means effectively communicating or understanding thoughts
and ideas through the language’s grammar, vocabulary, and use of sounds or written symbols.
Learning Walks
Learning walks are brief, non-evaluative classroom visits designed to gather information about
teaching and learning practices. They are a collaborative tool for teachers and leaders to
observe classrooms and discuss how to improve student learning.
Limited English Proficient (LEP)
The federal government, most states, and local school districts use the term to identify
students who are learning English to succeed in English academic learning environments.
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M
Milestone Test (Criterion-referenced)
The Georgia Milestones Assessment System (GMAS) is a criterion-referenced test designed to
measure how well students have mastered the content standards in core subjects like language
arts, mathematics, science, and social studies. It is used to determine a student's achievement
level and provide information about their readiness for the next grade or course. They are
nationally and locally available.
N
Newcomer Program
A newcomer program addresses the needs of recent immigrant students, most often at the
middle and high school level, especially those with limited or interrupted schooling in their
home countries. The major goals of our newcomer program are to acquire beginning English
language skills along with core academic skills and to acculturate to the U.S. school system.
P
Professional Learning Community (PLC)
A Professional Learning Community (PLC) is a group of educators who collaborate regularly to
improve their teaching skills and student outcomes. PLCs often follow a collective inquiry and
research cycle to enhance instruction and learning.
Professional Learning
Professional learning refers to the ongoing process of educators, individually and collectively,
developing their knowledge, skills, and practices to improve student outcomes. It is a shift from
viewing professional development as a one-time event to a continuous, collaborative, and
relevant journey of learning and growth.
R
Research-based
Practices or interventions that are informed by scientific research and theories grounded in well
supported theories and existing research, making them a step towards evidence-based practice.
S
Scaffolding
Scaffolding is temporary guidance or assistance provided to a student by a teacher, another
adult, or a more capable peer. This enables the student to perform a task he or she otherwise
would not be able to do alone, to foster the student's capacity to perform the task on his or her
own later.
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SLIFE
Students with limited or interrupted formal education.
W
Walkthrough
"Walkthroughs" refer to brief, informal classroom observations used by administrators,
teachers, or other educational experts to gather data and provide feedback on teaching
practices and student learning. These observations are typically structured and non-evaluative,
focusing on specific behaviors or aspects of instruction rather than a comprehensive evaluation.
WIDA Standards
WIDA standards are a framework for teaching and assessing English language development for
English learners in grades K-12. They outline the language skills and knowledge students need
to succeed academically in various subjects.
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APPENDIX A – DEKALB COUNTY SCHOOL DISTRICT ENGLISH LEARNERS
IDENTIFICATION AND ENTRY CRITERIA CHART
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APPENDIX B – DEKALB COUNTY SCHOOL DISTRICT SIX SYSTEMS BLUEPRINT
Six Systems
SYSTEM 1: Standards and Curriculum Implementation - Align teaching and learning with rigorous standards
SYSTEM 2: Effective Use of Data - Improve performance by analyzing and acting on the evidence
SYSTEM 3: Collaboration Planning and Instructional Practices for Deeper Learning - Ensure that instructional planning is effective.
SYSTEM 4: Progress Monitoring and Analysis of Student Work - Inform instruction and increase student learning.
SYSTEM 5: Academic and Behavioral Support - Provide all students with equitable learning opportunities.
SYSTEM 6: Instructional Feedback and Professional Learning - Promote continuous instructional improvement
Source: https://www.dekalbschoolsga.org/innovative-solutions-lab/dcsd-spotlight-school
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APPENDIX C – DEKALB COUNTY SCHOOL DISTRICT ESOL
ENDORSEMENT FLYER
ESOL Endorsement Program
Program Purpose:
• To prepare classroom teachers to function as knowledgeable ESOL teachers with the
goal of meeting the language development and academic needs of students
• To provide training and expertise in the stages of English language development,
identification, placement, and assessment, including a variety of evidence-based
strategies
• To assist local schools in meeting the goal of obtaining certified staff to teach ESOL
courses that support evidence-based instructional practices
Program Admission Requirements:
To be admitted to the ESOL Endorsement Program, participants must:
• Must hold a valid, clear renewable Georgia Teaching certificate
Program Course Offerings:
The DCSD ESOL Endorsement Program consists of four graduate level courses that require
high levels of active participation. The four 40-hour classes (200) hours are the equivalent to
20 PLU’s.
• Methods and Materials for Teaching English to Speakers of Other Languages (ESOL)
• Applied Linguistics
• ESOL Instructional Strategies
• Multicultural Education and Cultural Issues
The ESOL Endorsement Program also includes:
• Field Experiences
• ESOL Policies & Procedures Workshop
Key Assessments
Benefits to Impact on Student
&
School/District Achievement
Related Assignments
• Meet the professional • Evidence-based-
Discussions, Journals learning needs of instructional Practices
Workbooks, Case Study DCSD teachers and • WIDA ELD Standards
students • SIOP Components
Thematic Unit Lesson • Adheres to Title III and • Certified Quality ESOL
Plans GaDOE regulations for Teachers
identifying and
Video providing services for
EL students
• Builds Capacity in • Band to Band
Portfolio schools to ensure Movement
quality and effective • Students exiting ESOL
Clinical Practice Field ESOL teachers Services
Experience • Impacts student
growth and
achievement
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APPENDIX D – RESOURCES FOR COMMUNICATING WITH OUR
PHLOTE PARENTS
English Learners Department
Resources for Communicating with our PHLOTE Parents
Communication accessibility is essential to facilitate learning and establish positive home-school connections. The
following resources may be used to communicate with DCSD parents whose primary home language is other than
English (PHLOTE).Daily Classroom Instruction
The following tools may be used for informal communication.
Options Uses Notes
• Translating basic classroom teacher • These should not be used for formal meetings
information – logging in, completing tasks, etc. (curriculum night, school-wide parent
conferences, IEP/504, hearings, etc.) or any
• Communicating basic information to students official translation or school-wide documents.
and families
• Please exercise caution when using free
• Messaging and sending short notes to parents interpretation and translation software as the
information may only translate words and not
meaning. Please limit usage of interpretation and
translation software to simple messages.
Interpretation Services for Meetings & Phone Calls
Options Uses Notes
• Formal meetings • School principals or their designees may request interpretation services
Scheduled Formal Meetings (curriculum night, school- by submitting a request via Plunet.
wide Parent Teacher • Special Education meeting requests must come from LTSE and followed
Trained Interpreters should Conferences, etc.) already established guidelines.
always be used for formal • School-wide
meeting and school-wide communications
communications. • Interpretation for parent
conferences
Contact Parent/Phone Call • Requests for interpreters • Schools with in-house interpreters or bilingual liaison should contact the staff
Requests to contact parents to member assigned to facilitate the meeting/call.
relay brief-/non- o Download and complete parent contact info on “DCSD Phone Call
• Need to relay a message scheduled Request to Parents Form”
to the parents communication o Send form to assigned in-house interpreter or bilingual liaison via email
• The message is clear • Schools without an assigned interpreter or bilingual liaison may request
and there is no need for assistance by completing the School Request for Phone Calls form
feedback from the o Download and complete parent contact info on “DCSD Phone Call
teacher. Request to Parents Form”
o E-mail the completed form to
lupe_mcmurray@dekalbschoolsga.org
Brief/Non-scheduled or • Brief/Non-scheduled or • To request an interpreter, contact the EL Department at:
Emergency Over-the-Phone emergency calls (e.g., o 678-676-6602
Interpretation student health, • Schools with in-house interpreters or bilingual liaisons should contact the
behavioral issues, or staff member assigned to facilitate the meeting/call.
parent inquiries) lasting • Any non-emergency calls or meeting needs to be scheduled and a request
no more than 15 minutes needs to be submitted via Plunet
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APPENDIX D (continued) – RESOURCES FOR COMMUNICATING WITH
OUR PHLOTE PARENTS
Brief/Non-Scheduled or Emergency Communication
(Administrator Use Only)
Options Uses Notes
ELSA • Brief/Non-scheduled or • Use of ELSA requires
emergency calls (student administrator log-in
health, behavioral issues, etc.) • Should not be used for long
meeting that can be scheduled
(App and Land Line)
Translation Services
Options Uses Notes
• Web-based platform to • All District-wide communication is
request interpretation and translated into DCSD’s top 15
translation services languages, and the translations
• School Administrators can be requested from the
and Head of issuing department.
Plunet Departments can • Translations of County-wide
assign a staff member communication need to be
as a point of contact for requested and distributed
submitting requests. directly from the issuing
• Translation of vital department.
documents • Translation of school-wide
documents can be requested to
the in-house interpreter or by
submitting a request via Plunet.
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APPENDIX E – ENGLISH LEARNERS DEPARTMENT FRAMEWORK
English Learners Department
Operational Systems for Identifying and Serving English Learners and Immigrants
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APPENDIX F – GOAL 4-ROUNDTABLE PROTOCOL
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June 2025
Prepared for:
DeKalb County School District
English Learners Department
1701 Mountain Industrial Blvd.
Stone Mountain, GA 30083
Prepared by:
Heidi Goertzen, Ph.D.
Samuel Glickman
Veronica Ruiz De Castilla, Ph.D.
Heidi Piatek
Robin Jarvis, Ph.D.
RMC Research Corporation
3550 Buschwood Park Dr., Suite 270
Tampa, FL 33618
Preferred Citation:
DeKalb County School District. (2025). DeKalb County School District English
Learners Department Master Plan. RMC Research Corporation.
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