ESL & Learning Support Program
English as a Second Language Program
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 exit criteria for students. This system will assist the classroom and ESL teachers as they develop and deliver individualized instruction for the ESL student.
Learning Support Program
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.
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 sufficient 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.
Students with identified and documented special needs that can function within the framework of ACS, and have been accepted, fall into one of the following categories for program:
1. Accommodations
A program that includes accommodations and differentiated instruction as deemed appropriate by teachers with the input from the Learning Resource specialist using available psychometric data.
Possible accommodations could include:
- Larger tasks broken into smaller increments
- Additional instruction and/or explanation
- Assisted note taking
- Assistance with organizational skills and accountability
Secondary students needing accommodations within the classroom due to a documented learning disability must be enrolled in HS Academic Support, or MS Learning Support class. There are four accommodations, however, that do not require enrollment in a Learning Support class as long as there is appropriate, current documentation to support their need:
- Extended time on classroom tests and exams
- Small group testing
- Preferential seating
- Assistive technology
2. 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 these program modifications.
Modifications could include:
- Reduced curricular requirements
- Modified test taking requirements
- Reduced homework load
- Alternate assessment scale (weighting)
At the Middle School and High School, modified grades and programs are only available to students who attend one period of Resource or Academic Support.
Admission Procedure for Learning Support Program
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.
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 are received. If a review of the records raises any questions (lack of records, incomplete sequence of schooling, unclear grade placement, history of special needs, age criteria, parents requesting retention, etc.) the Principal will contact the parents to request additional information or clarification.
In cases where 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. 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
- 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.