HB 437: State Board of Education; establish rules and regulations for local school system outreach efforts regarding ESOL program; require

Georgia law already directs the State Board of Education to run a program helping students who are not native English speakers, often called the ESOL program (English for speakers of other languages). This bill expands that law (O.C.G.A. § 20-2-156) by requiring the state board to write rules for how local school systems do community outreach to make sure limited-English-proficient students and their families know about the program. The bill also sets statewide standards for interpreters who work with students, covering language proficiency and knowledge of special education law. It requires local school systems to give limited-English-proficient parents translated information about things like enrollment, discipline policies, report cards, and parent-teacher conferences, and to offer interpreters at meetings. Meeting minutes would have to record whether an interpreter was requested and provided. There is no separate effective date listed, so the changes would take effect as usual for enacted legislation.

• Requires the State Board of Education to create rules for local school systems' outreach efforts to limited-English-proficient students and families.
• Sets state standards for foreign language interpreters working with students, including language proficiency and familiarity with special education law.
• Requires local school systems to give limited-English-proficient parents translated information on enrollment, discipline, grades, and school programs.
• Requires schools to offer interpreter services at meetings and let parents request that the interpreter not take on any other role.
• Requires meeting minutes to document whether an interpreter was requested, what language was used, and whether the request was granted.
• Requires every local school system to actively engage in community outreach to limited-English-proficient families, following the state board's rules.

Limited-English-proficient students and their parents or guardians, local school systems and their staff, foreign language interpreters working in schools, and the State Board of Education, which must write new rules and standards under this bill.

Families who do not speak English fluently would get clearer access to information about their children's schooling, from enrollment to discipline to gifted programs, and a documented right to interpreter help at meetings, changing how schools communicate with these families day to day.

• Section 1 amends O.C.G.A. § 20-2-156 to add subsection (a) language requiring the state board to prescribe outreach rules for local school systems regarding the ESOL program.
• New subsection (b) requires the state board to set interpreter standards covering English and target-language proficiency and knowledge of IDEA Part B and Section 504 requirements.
• New subsection (c) lists specific topics, such as registration, discipline policies, and report cards, that must be translated for limited-English-proficient parents.
• New subsection (d) requires notice of interpreter availability, how to request one, and a right to limit the interpreter's role in meetings.
• New subsection (e) requires meeting minutes to record interpreter requests, language used, and whether a qualified interpreter was provided.
• New subsection (f) requires local school systems to conduct community outreach to limited-English-proficient families consistent with the state board's rules.
• Section 2 repeals conflicting laws.

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

• Marvin Lim (D, HD-098)Patrocinador principal
• 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)

• ESOL program
• English language learners
• school interpreters
• parent communication
• public schools