HB437: HB437 State Board of Education; establish rules and regulations for local school system outreach efforts regarding ESOL program; require

Georgia's English for speakers of other languages (ESOL) program helps students whose native language is not English build proficiency. Current law lets the State Board of Education create the program but says little about how schools communicate with limited-English-proficient families. This bill rewrites O.C.G.A. § 20-2-156 to require the state board to write formal rules for local school systems' community outreach to these families, and to require local systems to actually carry out that outreach. It also sets standards for foreign language interpreters used in schools, requires districts to give limited-English-proficient parents information in a language they understand about things like enrollment, discipline policies, report cards, and parent-teacher conferences, and requires interpreter services and documentation of interpreter use at meetings with those parents. There is no listed effective date beyond standard enactment, and the program remains subject to legislative funding.

• Requires the State Board of Education to write formal rules for local school systems' outreach to limited-English-proficient students and families about the ESOL program.
• Requires local school systems to actually engage in that community outreach, following the state board's rules.
• Sets minimum qualification standards for foreign language interpreters working with students, including language proficiency and familiarity with special education law (IDEA and Section 504).
• Requires local school systems to give limited-English-proficient parents information in a language they understand about enrollment, discipline policies, report cards, school programs, and parent-teacher conferences.
• Requires schools to offer and explain interpreter services at meetings with limited-English-proficient parents, including the right to request an interpreter with no other role.
• Requires meeting minutes to document whether an interpreter was requested, the language involved, and whether one was provided.

The bill affects the State Board of Education, local school systems and their staff, foreign language interpreters working in schools, and limited-English-proficient students and their parents or guardians who interact with Georgia public schools.

Families who speak limited English would get clearer access to information about their children's schooling, from enrollment to discipline to parent-teacher conferences, and more consistent interpreter services at school meetings, changing how districts communicate with non-English-speaking parents day to day.

• Section 1 revises O.C.G.A. § 20-2-156 to direct the State Board of Education to prescribe rules for local school systems' community outreach regarding the ESOL program.
• Subsection (b) sets interpreter standards, including proficiency in English and the target language and familiarity with IDEA Part B and Section 504 requirements.
• Subsection (c) lists specific topics, such as registration, discipline policies, and report cards, that districts must communicate to limited-English-proficient parents in an understandable language.
• Subsection (d) requires districts to explain interpreter service availability, how to request one, and provide a contact point for interpretation complaints.
• Subsection (e) requires meeting minutes to record whether an interpreter was requested, the language needed, and whether a qualified interpreter was used.
• Subsection (f) requires local school systems to engage in community outreach consistent with the state board's rules.
• Section 2 repeals conflicting laws.

1. 2025-02-18House Second Readers (House)
2. 2025-02-13House First Readers (House)
3. 2025-02-12House Hopper (House)

• Marvin Lim (D, HD-098)Primary sponsor
• Charles Cannon (R, HD-172)
• Soo Hong (R, HD-103)
• Phil Olaleye (D, HD-059)
• Matt Reeves (R, HD-099)
• Karen Lupton (D, HD-083)

• English learners
• ESOL program
• school communication
• interpreter services
• education policy