Language is one of the most important skills you acquire. Our EAL classes serve to increase students’ abilities to express themselves more precisely, both in their oral and written work. A range of services are provided to assist learners with special needs and abilities and for students whose academic language is not English. ISE recognizes that the academic, social and emotional needs of students may be significantly different from their peers. We offer effective classroom instruction with differentiated instructional strategies, strategic and targeted instructions, and individualized instruction.

EAL Staff support English Language Learners in all areas of language acquisition. EAL teachers assist other teachers with differentiation of their program in the mainstream classrooms, as well as support EAL students across ISE. The student is at the heart of our integrated model, and the homeroom teacher is the primary support for the students in his or her care. A student’s support team will be created according to the needs of the students.

Children with learning needs must be able to cope academically within the regular classroom program. The International School Eastern Seaboard is staffed to support children only with mild to moderate learning disabilities. The school requires that the student be able to participate independently in the regular school program with accommodations and/or modifications recommended by the learning resource teacher. If an educational psychologist has evaluated a student, results must be submitted at the time of application. Recommendations on other school options for addressing the severe special needs of students may be offered by the school administration.

The EAL Program at ISE is dedicated to developing language skills and providing equal educational opportunities to EAL students that support their academic program. High standards are expected of all EAL students.

We believe that effective instruction is an integrated, multifaceted experience that should be delivered in a language-rich environment. Through integration of language and content, students are able to develop the language and cognitive competencies necessary in the mainstream classroom. Students need sufficient time to develop their social and academic language proficiencies.

For EAL students to reach their full potential in language acquisition, the coordination between classroom teacher and EAL teachers, home and school is essential. In all situations, EAL teachers are advocates for EAL students.

We currently support EAL students through direct language and content instruction, provide support in the mainstream classroom and monitor each student.

Students learn the language they need to be successful in school and the language they need to interact sociallywiththeirpeers. Theparticularneedsoftheindividualstudentsarecarefullyassessedandare considered to guide the instruction that is provided. EAL support begins in grade one for any students new to English or who have been identified as needing EAL support.

Instruction includes:

• Developing the four language skills of speaking, listening, reading and writing in English
• Lessons to develop grammar, vocabulary, comprehension, decoding, spelling and writing skills
• Specific oral language activities that model, practice, and develop speaking fluency and confidence in English
• Reading for fluency, comprehension and pleasure

The EAL program at ISE is designed to help students be successful in both social and academic language proficiency. Social language is used to communicate for everyday purpose. Academic language is used to communicate the content of language arts, mathematics, science and social studies.

English as an Additional Language New Student Orientation
All new parents of EAL students will be given an appointment for an EAL orientation. The purpose of the orientation is to meet the EAL teachers, ask questions, become familiar with the EAL program and inform teachers of your child’s learning needs. The EAL teacher will explain the EAL program and expectations.

English as an Additional Language Assessment
Students are tested twice each school year to assess student progress and determine whether the student is ready to move to a higher level of instruction. Students who speak another language other than English will be assessed using the WIDA model (Measure of Developing English Language) in kindergarten to determine EAL servicing for first grade.

Students exit the EAL program when their academic English level is sufficient for them to succeed in academic classes without EAL support. However, this level varies based on the needs of each student. After exiting the EAL program, students are expected to continue to work hard to meet expectations. The timing of a student’s exit from EAL is determined by:

• Testing results
• Class work and participation in EAL and core classes
• Input from EAL and core teachers

Students who exit EAL are characterized by the ability to:

• Complete assignments independently
• Comprehend reading on grade level or not more than one year below grade level
• Participate in discussions and communicate orally
• Write at or near grade level
• Use resources and know how to get help if needed
• Use strategies to overcome language deficits
• Show desire to continue to work on language development

English as an additional Language Admissions
All students having one or more parents who are not native English speakers must be evaluated for English as an Additional Language (EAL) services before a recommendation for admission is made.

All EAL students must demonstrate, through their previous school records, an ability to function at grade level in English or another language. Acceptance of EAL students will be determined by the school admissions process and EAL staff based on:

● Previous school records, admissions screening, academic performance, student’s age, confidential references

English as an additional Language Screening
All EAL students will receive initial screening. Any prospective student who does not meet admissions requirements during the initial screening, may be re-evaluated after a period of intensive language instruction. After screening the student’s language proficiency will be determined and a placement made. A student may demonstrate the necessary language proficiency to be placed in the regular grade level program without EAL support, or they may be enrolled in the EAL program.

Enrollment Status of English as an Additional Language Leaners

• EAL student’s language proficiency, as well as the level of support they are receiving, will be assessed every semester.
• If a student enrolled in the EAL program does not demonstrate a reasonable rate of language progress or the necessary         motivation to develop their English proficiency, they may be referred to the student study team who will monitor the student’s progress and make the necessary recommendations.
• Students who do not require EAL servicing on admission will be placed in the appropriate grade level and their progress monitored. The EAL teacher and class teacher will determine if they are meeting grade level requirements. If a student is not making sufficient progress, they may be placed in the EAL program at any time.