Elementary and Middle School Special Needs and ESL
at ACS Amman
Admission to ACS is dependent on a determination that the student seeking admission can be successful in the ACS environment. In this regard there is a minimum set of expectations that apply to all students when we consider how they perform physically, socially, emotionally, and academically.
Because of certain limitations inherent in overseas schools, ACS only offers an educational program for children with mild special needs. It is essential that a student entering ACS be able to succeed in the regular classroom. While limited services are available to children with special needs, no self-contained classroom that replaces instruction in a regular classroom is available.
The admission process begins when the student's complete records and supporting documentation is received. If a review of the records raises any questions (lack of records, incomplete sequence of schooling, grade placement is unclear, history of special needs, age criteria, parents requesting retention, etc.) the principal will contact the parents to request additional information or clarification. Once the information is received, acceptance to ACS may be granted.
In cases where records do not arrive or the records alone do not provide a clear enough picture of the applicant's ability to function at ACS, it may be necessary to screen the applicant when the family arrives in Jordan. The individual or team doing the screening will give careful consideration to factors such as:
- Student's age
- School records:
- academic level/performance
- attendance
- behavior (effort, attention concerns, social/emotional maturity)
- Type of program at former school (for example, school calendar, age to grade relationship)
- Time of the year student is seeking admission
- English language development
- Self-help skills (i.e. toilet training for PK1, PK2)
- Special services required
- Grade level applied for
- Physical abilities/limitations
When the screening has been completed, a recommendation will be formulated as to whether the student should or should not be admitted. The principal makes the final decision.
Because of certain limitations inherent in overseas schools, ACS only offers an educational program for children with mild special needs.
Within the context of an inclusion model, the Elementary and Middle school levels provide a range of direct and indirect services for students with mild special needs. The High School program meets the needs of students with mild special needs by providing assistance with core curriculum classes and basic school success skills, as well as providing an alternative testing location for students who need testing accommodations.
Special needs support is intended to provide students with an opportunity to learn strategies to become successful in the regular classroom. Students are expected to use the skills and abilities gained in the resource setting to continue in their academic paths at ACS. If special needs support and other strategies are not enough to help a child be successful in the regular education classroom, ACS reserves the right to request that parents obtain and maintain a qualified, native English speaking tutor and/or further testing from outside professionals - both at the parent's expense. If both of these conditions are met and the student still is not successful in the regular classroom, ACS also reserves the right to tell the families involved they must consider an alternative educational placement. This may take place at the end of a quarter or end of the academic school year. Parents will be kept informed throughout this process.
In situations where the student is changing from Elementary to Middle School or from Middle School to High School, ACS reserves the right to deny admission to the next grade if it is likely the student will not be successful. (See Annual Review and Transition)
Students with identified and documented special needs who can function within the framework of ACS, and have been accepted, fall into one of the following categories for program modification:
- Accommodations: A program that includes suggested accommodations and differentiated instruction as deemed appropriate by teachers with the input from the Learning Resource Specialist using available psychometric data.
The suggested accommodations could include:
- Time limits on tests
- Homework assignments
- Note taking
- Assistance with organizational skills and accountability
- Modifications: A modified program includes a modified curriculum with specific recommendations for task completion, assessments, due dates, and curricular limitations. Reports and transcripts will denote that grades have been derived from a modified program.
Assured modifications could include:
- Reduced curricular requirements
- Modified test taking requirements
- Reduced homework load
- Alternate assessment scale (weighting)
At the Middle and High School, modified grades and programs (both suggested and assured) are only available to students who attend one period of Resource or Academic Support. In High School, we will assist students and families in obtaining testing and ultimately documentation that will allow qualified students to apply for accommodations and modifications on standardized assessments such as the ACT and SAT.
Typical Elementary and Middle School Special Needs Program
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Direct Services |
Indirect Services |
Elementary School |
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Middle/High School |
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As a program committed to excellence in English language education, the English as a Second Language program (ESL) will facilitate the linguistic, academic, and social development of each limited English proficiency (LEP) student.
The program utilizes immersion language learning methodology based on current theories of second language acquisition for the specific needs of the ESL school population.
ACS has adopted a two-fold system within our English as a Second Language Program (ESL). We are incorporating the American Council of Teachers of Foreign Language (ACTFL) proficiency framework as well as the Common European Framework (CEF). This ensures appropriate placement and reasonable exit criteria for students. This system will assist the classroom and ESL teachers as they develop and deliver individualized instruction for the ESL student.
ESL Proficiency Framework
Proficient User |
C2 |
Can understand with ease virtually everything heard or read. Can summarize information from different spoken and written sources, reconstructing arguments and accounts in a coherent presentation. Can express him/herself spontaneously, very fluently and precisely, differentiating finer shades of meaning even in more complex situations. |
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C1 |
Can understand a wide range of demanding, longer texts, recognize implicit meaning. Can express him/herself fluently and spontaneously without much obvious searching for expressions. Can use language flexibly and effectively for social, academic and professional purposes. Can produce clear, well structured, detailed text on complex subjects, showing controlled use of organizational patterns, connectors and cohesive devices. |
Independent User |
B2 |
Can understand the main ideas of complex text on both concrete and abstract topics, including technical discussions in his/her field of specialization. Can interact with a degree of fluency and spontaneity that makes regular interaction with native speakers quiet possible without strain for either party. Can produce clear, detailed text on a wide range of subjects and explain viewpoints on a topical issue giving the advantages and disadvantages of various options. |
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B1 |
Can understand the main points of clear standard input on familiar matters regularly encountered in work, school, leisure, etc. Can deal with most situations likely to arise whilst traveling in an area where the language is spoken. Can produce simple concrete text on topics which are familiar or of personal interest. Can describe experiences and events, dreams, hopes and ambitions and briefly give reasons and explanations for opinions and plans. |
Basic User |
A2 |
Can understand and frequently used expressions related to areas of most immediate relevance (e.g. very basic personal and family information, shopping, local geography, employment). Can communicate in simple and routine tasks requiring a simple and direct exchange of information on familiar and routine matters. Can describe in simple terms aspects of his/her background, immediate environment and matters in area of immediate need. |
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A1 |
Can understand and use familiar everyday expressions and very basic phrases aimed at the satisfaction of a concrete type. Can introduce him/herself and others and can ask and answer questions about personal details such as where he/she lives, people he/she knows and things he/she has. Can interact in a simple way provided the other person talks slowly and clearly and is prepared to help. |
Typical Elementary and Middle School ESL Program
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Direct Services |
Indirect Services |
Elementary School |
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Middle School |
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The official mechanism through which students begin to receive support services is the Student Support Team (SST). The SST is made up of the principal, special needs teacher and the classroom teacher. It benefits students and teachers through a collective effort. The SST serves as a committee to review assessments, recommend further assessments, and make decisions about students who have ESL, special needs and/or other concerns.
- An action plan will be developed based on the findings of the SST.
- The action plan will be communicated to the student's parents for their support and involvement and to specialist teachers also involved with the student (art, PE, music, etc.). In some cases parents will be invited to the school to discuss and/or add to the plan.
- The special needs teacher will meet weekly with the classroom teacher to verify that the student is progressing and the plan in place is appropriate and successful.
- Permanent records are maintained and are easily accessible for current and future staff.
These records may include: academic records, visual/hearing test results, classroom observations, educational assessments, physician's statement, previous Action Plans, Section 504 Plans, IEPs, and related correspondence and documentation.
Student Support Team Process
- The teacher notices the child struggling, either academically or socially, and has implemented several different interventions with the student (such as differentiating instruction, modifying work, changing the child's classroom environment). The teacher notifies the principal.
- The principal will schedule a SST meeting and invite the appropriate staff.
- At this meeting, the team will discuss the student's strengths and areas of concern, whether they are social or academic. The referring teacher will bring classroom assessments (DRI, SRI, etc.), student work samples and the student's Cumulative file to the meeting. Strategies will be discussed and decided upon with implementation beginning as soon as possible. Some children may need to be tested by appropriate school personnel, while others may be recommended for outside appraisals. Additional strategies will be recommended as well as further accommodations (which may include acquiring a tutor).
- An Action Plan will be developed based on the findings of the SST.
- The Action Plan will be communicated to the student's parents for their support and involvement and to specialist teachers also involved with the student (art, PE, music, etc.). In some cases parents will be invited to the school to discuss and/or add to the plan.
- The special needs teacher will meet weekly with the classroom teacher to verify that the student is progressing and the plan in place is appropriate and successful.
In May, a review for students receiving support will be held and recommendations will be made for the next school year. If the student has been successful and goals have been met in the Resource/ESL setting, the resource teacher and classroom teacher will make a recommendation to the principal that the student will no longer require additional support for academic success the following school year. A letter from the special needs teacher will be sent to parents communicating change of placement.
If students have not met their established goals on the Action Plan, they will likely continue enrollment in the Resource/ESL program until the goals are met.
In situations where the student is changing from Elementary to Middle School or from Middle School to High School, ACS reserves the right to deny admission to the next grade if it is likely the student will not be successful.
Prior to the beginning of the new school year, classroom teachers are informed which students are currently receiving support services. Specific recommendations and plans of action for these students will be provided to the teacher. These may include:
- Update of student progress and teacher awareness of educational needs.
- Sharing of pertinent information about the students.
- Review and revision of the Action Plan (if needed).
- Recommendations of strategies, interventions, and future action.
Accommodations - Changes made to the delivery of curriculum, assignments, and assessment that includes differentiation, adapted time limits on tests, adapted homework assignments, assistance with organizational skills and accountability.
Modifications - Changes made to the curricular responsibilities of the student that include reduced curricular requirements, modified test taking requirements, reduced homework load, alternate assessment scales (weighting). Students with a modified program will have this noted on his/her transcript.
Differentiated Instruction - Instruction based on identifying different needs of the students and utilizing different strategies and adjusting the level of support. Differentiation addresses the needs of struggling learners, and benefits all learners.
Direct Services - A program in which students are pulled out and provided supplemental instructional support outside the regular classroom.
Indirect Services - Students are provided supplemental instructional support within the regular classroom.
Learning Disability - A difficulty with learning that is not related to lack of effort, environment or intellectual ability.
Mild Disability - Is a learning difficulty that impedes a student's ability to process information and perform to their full academic capacity. With appropriate assistance the student will be able to be successful in all classroom settings.