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• Academic Program •

Educational Model.

Our approach to constructivist language development for English learners is the Activity-Based, Communicative (ABC) Model (Levine & McCloskey, 2013). The principles of this model are:

       Active Learning

Communicative Learning

Learners are active

Learners are interactive

Learners and teachers collaborate

Instruction is culturally relevant and responsive

Learners develop strategies for independent learning

Instruction incorporates prior knowledge

Instruction integrates language and content

Instruction is differentiated – providing appropriate levels of instruction for each learner’s language level and content proficiency

Learners are provided with clear, appropriate goals and frequent feedback on their achievement


English Language Development Goals.

Curriculum for development of language and the language of content is guided by and geared to the WIDA Standards for Proficiency in English, used in Georgia and 32 other states for developing the potential of linguistically diverse students. The WIDA-ACCESS Test is used to assess English language proficiency development from year to year in academic content areas.

Content development Goals.

In Language Arts, Math, Science, Social Studies, Music, Art, and Health, the GVP curriculum aims to build basic skills while developing higher-order learning.  Because our learners are preparing for Georgia high schools, we work to help them approach state adopted Common Core Standards in language arts and mathematics, Georgia Curriculum Standards in all subjects, and Standards as developed by professional organizations for each content area.  Teachers adapt goals, objectives, and instruction to learner’s levels in order to make content and language accessible and comprehensible.

Readiness Goals.

Life skills, study skills, and learning strategies for readiness are guided by the Global Village Project Readiness Rubric. In all classes, teachers work with learners to achieve these goals at a high level, and to record the achievement of these goals, along with student work and reflection on their work as evidence.

School Structure and Schedule:

Students are placed in flexible levels, or Forms, with opportunities to develop at their own pace.  Class sizes are usually about 10-12 students.  Students have 2-3 hours of ESOL/reading/literacy/language arts, 1 hour of math, 1 hour of science, and 1 hour of social studies each day.  They have 1 hour/week each of art and music, and 2 hours a month for health. Students who are expected to leave GVP the following year have a monthly empowerment class, designed to help to develop the skills needed for high school. All students at GVP have the opportunity to take music lessons in piano, guitar, recorder, or ukulele.  Students may also participate in Jam Band and Ensemble during Enrichment Periods.

From 4-5 each day during the Enrichment Period, GVP provides opportunities for our students to explore and develop abilities in new areas.  They may choose activities such as Ensemble, drawing and painting, music lessons and practice, drama, dance, storytelling, Girl Scouts, knitting, book club, and more. We also have speakers and other special events.

Other Enrichment and Leadership Opportunities provided by GVP:

  • Mentoring Program. Supports ongoing social and academic development. Mentors help our learners navigate pathways to the future and everyday life in the local community.
  • Empowerment Classes. Support GVP students during their last year and help prepare them for future placements in high school, other programs, and life.
  • GVP School Sisters. Peer mentoring program to welcome and orient new students.  Peer tutoring supports acculturation and learning.
  • Author’s Teas.  Six times a year, students help to plan and participate in an Authors’ Tea, where they present to community visitors and families what they are learning through musical performances, readings and recitations, poems, stories, and skits.
  • Community Service Learning Projects. GVP students have opportunities to learn by serving others in a variety of ways. For example, students have been readers for younger learners in local Decatur schools.
  • Field Trips and Experiential Learning Opportunities. Students have many opportunities to learn outside of school in a wide range of community locations and educational sites with their classes and with mentors.


PRogram Outcomes & Impact


  • Since the 2009-10 school year, GVP’s school and mentoring program have provided more than 175 refugee girls with the educational foundation and support they need to succeed in high school and beyond.
  • Over the last three years, GVP’s program has produced excellent academic outcomes for students. 90% of students gained at least 1.8 grade levels in reading and math during each 9-month school year they spend at GVP, as measured by several nationally validated assessment systems.
  • 90% of alumnae who complete our program have graduated or are performing successfully in high school or college.
  • In the 2016-17 school year, 15 GVP graduates are in college at Georgia Tech, Agnes Scott College, Berry College, and Georgia State University.
  • 1 GVP alumna received the Sun Life Rising Star Scholarship in 2013. 
  • 1 GVP alumna was awarded the Gates Millennium Scholarship in 2016.


(It is important to note that for most of our students, formal schooling and testing are new experiences.  Many are not only learning English and literacy for the first time but are also learning about what school is in the U.S. For these reasons among others, tests may not always accurately assess the fullness of what our students are learning and gaining through our academic program.)