Student Support

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.

Special Educational Needs (SEN)

Colegio Roosevelt recognizes that certain individuals have special educational needs. Always with the aim of providing suitable educational services required for the benefit of the student, the Special Educational Needs (SEN) Program provides support for students with certain special educational needs through Academic Intervention in grades K-3rd and Learning Support in grades 4th-12th.

The SEN Program’s mission is to empower all students to develop self-efficacy, independence and to reach their full potential while nurturing their strengths through an inclusive culture that honors and celebrates neurodiversity. A range of services are offered to develop the skills and strategies necessary to address the needs of identified students in grades K-12.

Services are provided to address educational needs, attending to students’ strengths while helping them to learn strategies in order to meet academic demands independently. This goal is achieved through a partnership between student, home and school.

SEN Faculty Team


Rocío Mendoza
SEN Coordinator (K - grade 12) - MS/HS SEN Subject Area Leader

Jessica Collado
Elementary School SEN Coordinator

Academic Intervention (Kindergarten - Grade 3)

The Academic Intervention program was developed for students in Kinder through grade 3 who require additional individualized support in developing literacy skills in English, our language of instruction. Academic Intervention consists of services that can be remedial or preventive in nature through in-class or out-of-class sessions.

Student placement is determined by his/her present levels of performance, teachers’ referral, and formal academic assessment results. Participation in the program is fluid and students enter and exit the program as recommended by the Academic Intervention teacher, the classroom teacher, counselor and as approved by the Student Support Team (SST).

Each semester, students receive a narrative assessment from Academic Intervention teacher that describes their progress in the areas of reading and writing and provides suggestions for support from parents. It is expected that parents of students in the Academic Intervention program will spend time reinforcing early literacy skills at home.

Learning Support (Grade 4- 12)

The SEN Learning Support Program was developed to provide services in the least restrictive environment for students in grades 4th through 12th who have diagnosed mild to moderate Specific Learning Disabilities and/or Attention Deficit/Hyperactivity disorder which impact academic performance. The need for Learning Support interventions is determined by the Student Support Team (SST) through a multidisciplinary and holistic review of the student's current levels of performance and identified needs. As part of this review, parents support with further assessments outside school as appropriate and relevant as per the SST's request.

Learning Support services are provided to address educational needs, attending to students’ strengths while helping them to learn strategies in order to meet academic demands independently. This goal is achieved through a partnership between student, home and school.

Students in Learning Support may be under two different statuses: direct services or on a monitoring status. When a student receives services, he/she has an Individual Educational Plan (IEP). The IEP determines the annual educational goals for each student in the Learning Support Program and the accommodations needed to optimize his/her learning conditions and meet FDR curriculum objectives. When a student is on Monitoring Status, he/she has a Monitoring Status Contract that outlines his/her responsibilities and accommodations on such status.

The Learning Support program provides accommodations to remove educational barriers for students in order to meet FDR’s curriculum objectives. Accommodations are implemented in ways of presenting information or the ways student responds, in the setting, and in scheduling of tasks and assessments (e.g. extended time on assessments). Students in Learning Support may receive services through in-class or out-of-class support. In-class support services take place through different models of co-teaching and out-of-class support maybe be provided through Learning Strategies class periods, small group sessions or through consultation as needed. As students progress through the program or do not require direct support services, students are placed on a Monitoring Status, where they are granted accommodations but do not receive direct services, or are exited from the program entirely.

In order to protect the teacher-student ratio in the SEN Program, and to ensure the provision of efficient services, there is a limited number of spaces for students in the SEN program. In addition, as indicated in the School Board Policy on SEN, the school has the resources and equipment to support those students who are able to function successfully in the regular program with the SEN support as described.

English as an Additional Language (EAL)

Our Philosophy

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 Faculty Team


Molly Wellner
EAL Coach - Kindergarten

Megan Lake
EAL Teacher - Grade 3

Britt Swanson
Subject Area Coordinator for the Middle School and High School EAL Program

Guiding Principles

We believe:
  • All students can learn and experience success in a second language, but they learn in different ways.
  • Language acquisition is a long-term process and students acquire proficiency at different rates. We recognize that developing Basic Interpersonal Communication Skills (BICS) can take up to two years, while developing Cognitive Academic Language Proficiency Skills (CALPS), the level of English required for success in the mainstream classes, can take up to seven years.
  • Language learning is cultural learning.
  • The ongoing communication and collaboration between the EAL Teacher and the classroom and content teachers is essential to meeting the needs of ELLs.
  • Continued Mother Tongue development is essential to developing fluency in English. ESL students make use of their first language to develop competency in English.
  • Language needs may stem from lack of language proficiency or from a learning difficulty. Therefore, there is a need to differentiate between EAL needs and Special Educational Needs, thus the EAL and SEN Programs need to work cooperatively at times to determine the best placement for a child in one or both programs.

FDR Programs

The primary EAL Program goals are the acquisition of basic communication skills and development of academic English skills. Further goals include a smooth transition into the mainstream grade-level classes, social integration, cross-cultural understanding and, ultimately, their exit from the program.

Entrance and Exit Criteria

The entrance and exit criteria for the EAL Program is currently under review.

EAL in Elementary School

EAL student services in the Elementary School are delivered by an EAL teacher in a combination of individual or small-group pull-out classes in an EAL classroom combined with mainstream in-class support.

EAL in Middle School

EAL student services in Middle School are delivered by an EAL teacher who combines English language classes with EAL grade-level support. Intermediate EAL students take both the English language class and the appropriate EAL mainstream support for math , science or humanities. High Intermediate EAL students attend only the appropriate grade-level EAL mainstream support class. Content area teachers and EAL teachers work together to make appropriate accommodations for EAL students.Students who join FDR in Middle School need to be capable communicators according to the Language Proficiency table from the from the MYP Language B guide.

EAL in High School (DP)

The HS EAL Program is designed for those students who have at least a high- intermediate level of the English language. DP Courses are offered in an entirely English-speaking medium. There are two additional challenges within the High School EAL Program. First, is the need for the student to succeed in the highly academic DP Programs. The second challenge is to enable all EAL students to acquire the language skills necessary to continue on to higher education in English.

In order to meet these challenges, we offer EAL classes in small-group settings by proficiency level. Moreover, EAL students in 9th and 10th grade are given accommodations such as extra time on tasks and assessments in order to meet the expectations of their core courses.