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.
Colegio Roosevelt recognizes that certain individuals have special educational needs. The Special Educational Needs (SEN) Program provides support for students through Academic Intervention in grades K-3rd and Learning Support in grades 4th-12th.
The SEN Program’s mission is to enable students to become autonomous, life-long learners. 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.
The Academic Intervention program was developed for students in Kinder through grade 3 who require additional individualized support in developing literacy skills. 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 AI specialist, the classroom teacher, counselor and as approved by the Student Support Team (SST).
Each semester, students receive a narrative assessment from the AI specialist 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 Academic Intervention will spend time reinforcing early literacy skills at home.
Colegio Roosevelt recognizes that certain individuals have special educational needs requiring academic support. Through the SEN Program Learning Support, services are provided in the least restrictive environment for students in grades 4th through 12th who have diagnosed mild to moderate specific learning difficulties and/or Attention Deficit/Hyperactivity disorder which impact academic performance.
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 SEN Program and the accommodations needed to optimize his/her learning conditions. 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 SEN program allows accommodations to instruction to meet FDR’s set curriculum objectives. Accommodations are implemented in ways of presenting information, setting, and 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, pull-out 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 assessment accommodations but do not receive direct services, or are exited of the program entirely.
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.
EAL students face the dual challenge of learning an additional language while also learning new information in that language. Therefore, our goal is to provide the differentiated instruction and support necessary for ELLs to be successful.
In this regard, our program is student-centered and flexible so as to respond as much as possible to each student’s needs. We strive to provide a nurturing, quality learning environment where EAL students feel respected, valued and understood.
Guiding PrinciplesWe 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.
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
Upon admittance, the EAL teacher will coordinate with the counselors to determine the student’s schedule placement and amount of EAL support needed, taking into account to the student’s level of English, background, and school history. Students are assessed annually to determine their placement for the following school year.
When a student exits the EAL Program, he/she is monitored by the EAL teacher and the content area teachers to follow his/her progress. A Monitoring Status lasts one semester immediately following the exit date. While on Monitoring Status, EAL students may continue to use all EAL accommodations in their regular classes; they may also come to the EAL room as needed to receive help from the EAL teachers.
Exiting the EAL Program is determined by student work samples, teacher recommendations, and English proficiency assessment scores on one or more of the following assessments: For Primary: Maculaitis II (MAC II), Measures of Academic Progress (MAP) and Diagnostic Reading Assessment (DRA). For Secondary : MAC II, Map test ( 6-8) and writing samples and teacher recommendations are used. WIDA standards are also used K-12 as a way to describe where as student is in the EAL continuum.
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.
The HS EAL Program is designed for those students who have at least a high- intermediate level of the English language. MYP and 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 IB 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 (MYP years 4 & 5) are given accommodations such as extra time on tasks and assessments in order to meet the expectations of their core courses. Students who join FDR in 9th or 10th grade need to be proficient communicators according to the Language Proficiency table from the from the MYP Language B guide.