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.
- English as an Additional Language
- Learning Support Program K - Grade 12
- Academic Intervention Program K - Grade 3
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.
The Learning Support 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. Always with the aim of providing suitable educational services required for the benefit of the student, the Learning Support Program provides support for students with certain learning needs in grades K through 12th.
The Learning Support Program was developed to provide services in English, the language of instruction in the different areas in the curriculum, and in the least restrictive environment for students in grades K through 12th who have diagnosed mild to moderate needs that impact learning such as Specific Learning Disabilities and/or Attention Deficit/Hyperactivity Disorder. 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.
Services are provided to support students learning, 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 Plan that outlines his/her responsibilities and accommodations on such status.
The Learning Support Program provides accommodations to remove educational barriers for students to meet FDR’s 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). Students in Learning Support may receive services in various ways, these include delivering services through different models of co-teaching, in small group sessions, and collaboration/consultation with teachers. As students progress through the Learning Support 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 Learning Support Program entirely.
In order to protect the teacher-student ratio in the Learning Support Program, and to ensure the provision of efficient services, there is a limited number of spaces for students in the program. In addition, as indicated in the School Board Policy on Special Educational Needs, the school has the resources and equipment to support those students who are able to function successfully in the regular program with services from the Learning Support Program.
The Academic Intervention Program was developed for students in Kindergarten through Grade 3 who require additional individualized support in developing literacy skills in English, the language of instruction in the different areas in the curriculum. Academic Intervention consists of services that can be remedial or preventive in nature.
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 approved by the Student Support Team (SST).
Each semester, students receive a narrative assessment from the 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.