Colegio Roosevelt recognizes that all learners have their own unique path to success and build upon each learning experience. We offer support through specially designed programs for students learning an additional language such as Spanish and English, and students with special educational needs.
The English as an Additional Language (EAL) Program is based on the philosophy that English Language learners (ELLs) learn a second or additional language best when they are integrated in the regular classroom with additional support from 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 program is 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 mother tongue development is essential to developing proficiency in English as ELLs make use of their first language to develop proficiency in English.
Language needs may stem from lack of language proficiency or from a learning difficulty. Therefore, there is a need to distinguish between EAL and Special Educational needs. The EAL and SEN Programs work cooperatively to determine the best placement for a child in one or both programs.
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 which celebrates multilingualism.
Stanford's Six Principles
The EAL Program 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.
Entrance and Exit Criteria
The entrance and exit criteria for the EAL Program are currently under review.
Learning Support teachers work collaboratively within each division's Student Support Process to support students as needed. Part of these tiered supports might include providing academic interventions in EC/ES or supporting team interventions for a particular student in Middle School or High School.
Students who are eligible for support through an IEP or a Monitoring Status Plan may access accommodations to remove educational barriers in order to meet curriculum objectives. Accommodations are implemented in ways of presenting information or the ways student responds, in the setting, and in the scheduling of tasks and assessments (e.g. extended time on assessments).
Support services for students who have an IEP or Monitoring Status Plan include, but are not limited to, consultation with teachers, direct support through different models of co-teaching, and direct support in small group sessions. Services are provided to support students learning attending to students’ strengths while helping them with skills and strategies in order to meet academic demands independently. This goal is achieved through a partnership between the student, home, and school.
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.