29 ASB Middle School Handbook
different degrees of background knowledge to content lessons; a student’s age, academic
and cultural backgrounds, interests and learning styles all influence the rate at which a child
will acquire English. Our program provides an environment which takes all of these variables
into account. Grade-level and English language proficiency levels (beginner, intermediate and
advanced) are critical factors we consider when planning a student’s program.
EAL students focus on acquiring language necessary to perform successfully in an academic
setting. Students work on developing reading, writing, speaking, listening and study skills.
Students strive to comprehend and appropriately respond to written and spoken language.
They also aim to communicate effectively and creatively through speaking. EAL students
practice study skills that prepare them for and support them in mainstream class work.
The EAL program addresses individual student needs. EAL teachers work with mainstream
classroom teachers to determine the content, strategies, and skills taught to each student.
Individualized Learning Support (ILS)
At ASB, we believe that each child learns in different ways and at a different pace. We provide
services for students with mild to moderate learning needs. Evidence-based educational
interventions and accommodations are designed to be flexible and sensitive to meet the
learning needs of the individual student. We strive to help students build and strengthen their
skills to be able to work independently in preparation for high school. Mainstream classroom
teachers, in consultation with Learning Coaches, will make appropriate and reasonable
accommodations to instructional and assessment practices to help students succeed.
Our Student Support Services Team collaborates with teachers, parents, counselors and when
necessary, outside professionals. For students needing academic support, teachers work
from a Student Support Plan to facilitate the development of skills and to meet individual
goals for the student.
Sometimes, students may benefit from short-term interventions that can be serviced through
in-class support. Learning Coaches collaborate with teachers to provide this support. The
minority of students who do not respond as expected to this intervention may be referred to
our Support Services Team for further discussion.
The School Psychologist works with counselors, specialists, teachers, parents and students
in ensuring that students with learning or language needs are provided with support. The
School Psychologist conducts formal assessments when needed.