High School EAL Services (revised 2011)
Within the context of the sheltered immersion model at ISB, the high school EAL department provides a range of types and levels of shelters, both direct and indirect, for all EAL learners. The broad range and flexibility of the program allows students to receive various types of EAL services as their need for language support changes over the years. Collaboration between EAL and mainstream teachers takes place on a regular basis. High School EAL offers a Foundations program that allows beginning EAL students to master the regular curriculum while learning academic English as they prepare to enter mainstream English, social studies and science.
EAL Courses -- SIM
English for Academic Purposes (grades 9-12)
- EAP 9, EAP 10, EAP 11 and EAP 12/Senior Seminar
English Language Workshop (grades 9-11)
- Basic ELW 1, Intermediate ELW 2 and Advanced ELW 3
EAL Courses -- Foundations
Foundations Program (grades 8-9)
- Foundations Grade 9 Science
- Foundations Communication Skills
- Foundations English 9
- Foundations World Civilizations 9
- Foundations EAP 9
EAL Shelters (grades 9-12)
- Team planning (core courses in English, social studies, and science)
- In-class support (core courses in English, social studies, and science)
- EAP Self-Access Center (before and after school)
High School EAL Placement and Monitoring (revised 2011)
How are students placed and monitored in EAL programs and courses?
EAL Students are initially placed in SIM or Foundations based on their language level and ability to learn grade level content in the mainstream classroom. Beginning EAL students with good academic record who have completed grade 8 are eligible for the Foundations program. SIM students must have adequate English for their appropriate grade level so that they can manage mainstream content with EAL support.
Generally students entering the SIM program who need to develop additional language competency in three or more areas take two EAL classes. Students who are proficient in four or five language areas take one EAL class. Students who demonstrate proficiency in all six areas may no longer be required to take EAL classes, but they will be monitored to ensure their smooth transition into the standard program. EAL courses may be resumed at any time if needed. EAL test scores, classroom performance, teacher recommendation and ISB grades are also considerations in EAL student placement.
How is student progress monitored in the program?
Throughout the year, EAL teachers assess students’ language proficiency and monitor students’ classroom performance in consultation with mainstream teachers. Students’ reading, writing, vocabulary, grammar, listening and speaking proficiency are formally assessed each year in March. After testing, parents will be sent a report showing the progress their child has made.
What tests are used for placement and monitoring progress?
An oral interview assesses oral language proficiency and is scored according to TOEIC (Test of English for International Communication) standards. Students’ academic writing competency is assessed using a scoring guide based on “The ESL Composition Profile” rubric. Listening and grammar are assessed with an ESL test (SLEP) and reported in percentiles normed on high school ESL students in the United States. Reading and vocabulary are assessed using a timed native speaker standardized test (GATES) and reported using grade level equivalents.
