Student Support

The charge of the EC-12 Counseling Team is to provide systems of support to each and every student in order to reach their full social, emotional, academic, and career potential by implementing the International School Counselor Association  (ISCA) Model of Comprehensive School Counseling. Our counseling team focuses on strengthening students' social and emotional skills, believing that every student is capable of success and happiness. Counselors collaborate with faculty, students, and families to create and maintain a safe and supportive environment where all students feel valued, respected, and belong.

Our comprehensive counseling program serves students across all grade levels, from early childhood through high school, focusing on addressing social-emotional, global perspective and identity development, and career and academic domains. Counselors are dedicated to addressing immediate concerns and fostering a supportive environment while also assisting parents in identifying outside therapists and resources for long-term support. Counselors maintain an open-door policy, welcoming student drop-ins and scheduled appointments, as well as parent consultations regarding academic, social, or emotional issues. Parents are encouraged to contact their student's counselor directly via email or through the school office to schedule an appointment to discuss concerns related to their student.

In partnership with teachers, they ensure all students engage in counseling standards-aligned lessons and small group sessions.  Additionally, the counselors partner with the PTA to deliver parent presentations on navigating various student health, wellness, and development topics. For more information about counseling at each division, visit the pages linked below:

The English as an Additional Language (EAL) support services are based on the philosophy that English Language learners (ELLs) learn an additional language best when they are integrated into their classroom with support and collaboration with an EAL teacher. Students who are new to English may receive support out of the classroom in order to build foundational social and academic language skills in English.
ELLs face the dual challenge of learning an additional language while also learning new information in that language. Our goal is to provide the differentiated instruction and support necessary for ELLs to be successful at FDR. In this regard, our services are student-centered and flexible so as to respond to each student’s needs. We strive to provide a nurturing, quality learning environment where ELLs feel respected, valued, and understood.

We believe that continued home language development is essential to developing proficiency in English. In conjunction with parents, we encourage home language(s) growth development as ELLs make use of their home language to develop proficiency in English. Language needs may stem from language proficiency level and/or from other areas of need such as learning or socio-emotional. The Student Support teams work collaboratively with teachers to identify needs and supports.

EAL Team Purpose

The purpose of the EAL team is to advocate for multilinguals at FDR.

• Ensure that all students, regardless of their home language or level of language proficiency, have equal access to curriculum
• Explicitly support English language development through intentional practices
• Model school-wide leadership in promoting an asset-based philosophy that celebrates multilingualism.

Stanford's Six Principles

The EAL department has adopted Stanford's Six Key Principles for ELL Instruction to guide our support for English language learners. Learn more here: Stanford's Six Key Principles for ELL Instruction.

In order to protect the Learning Support teacher-student ratio and to ensure the provision of efficient services, there is a limited number of spaces for students. In addition, as indicated in the School Board Policy on Learning Support, Colegio Roosevelt is able to serve only those students who, with reasonable adjustments, are able to function successfully in the regular program with Learning Support services within the delimiter of the availability of resources needed for effective implementation.