Student Support

Student Support

Student Support Services

AISK supports enrolled students in a variety of ways to assure successful academic achievement, and one support mechanism is the Student Support Services (SSS) department. SSS is a department at AISK that offers a body of programs that operate by invitation-only and provides a range of academic support structures.

To participate in the programs offered by SSS, families work with the AISK administrative team to develop an individualized program. The programs are designed either to support academic gaps (Learning Support), English Language development (EAL), or to provide supplemental academic enrichment. SSS does not support student behavioral needs.

The SSS department designs, delivers and oversees the implementation of a systematic response to student needs in order to provide appropriate, targeted support to students identified with exceptionalities. This includes, but is not limited to, the development of the processes of identification / assessment practices, targeted interventions, collection of appropriate resources, protocols of delivery of services, scheduling options and admission processes.

SSS provides and develops unique educational opportunities for students with mild learning difficulties, English Language Learners (ELL) and gifted students at the American International School of Kingston.

These services:

Provides greater access to the curriculum, focusing on academic components and appropriate instruction in basic skills;
Maintains and oversees programs for identified students provided through targeted small group instruction and one-on-one instruction;
Supports differentiated learning experiences within, before or after the regular school day;
Supports learning experiences that are related to the core curriculum which include remediation, acceleration, enrichment and / or independent study.
Supports classroom teachers in supporting students with unique educational needs.

ENGLISH AS AN ADDITIONAL LANGUAGE (EAL)

As an international school, AISK is home to many students whose first language is not English. The overall aim of AISK’s English as an Additional Language (EAL) Program is to allow every student to leave our campus with the skill of English fluency.

Why is this important? 99% of AISK High School graduates attend university in an English-speaking country. In 2020, our top-performing student for the International Baccalaureate Diploma was a non-English speaking student who went to a prestigious university in Canada. Our goal is to empower EAL students to be fluent for college.

Since English is the language of instruction at AISK, we strive to provide direct support to students who are not at their grade level in English proficiency. The EAL Program provides individualized language education that allows our English Language Learners to access the school’s curriculum and prepare them for success in the AISK classroom. We use WIDA from PreK - 12 to continuously assess each student’s language growth.

At AISK, we:

Co-teach and Co-plan
Communicate regularly with EAL parents
Report student progress quarterly
Provide the use of bilingual dictionaries during testing
Provide EAL students with extra time for Projects / Assignments
Assist in the Homework Club
Offer small group instruction for EAL
Offer Pull-Out & Push-In Sessions

Language acquisition is a continuous process, with learners moving through developmental stages at different rates. Learning English doesn’t only happen during EAL sessions. Still, our EAL Support Teacher continuously liaises with Homeroom or Subject Teachers to ensure that every EAL student is supported on their journey to mastering the English language.

ENGLISH AS AN ADDITIONAL LANGUAGE (EAL) FAQ

1. What is the purpose of the EAL program?

AISK offers an English as an Additional Language (EAL) program to develop and strengthen students' understanding, speaking, reading, and writing of academic English - particularly those who do not speak English as their first language.

2. How is a student classified as an English Language Learner (ELL)?

Each student who applies to AISK completes questions on Home Languages. If the family indicates that another language is spoken in the home, the child must also complete the WIDA Screener (1st-12th graders) test. If they fall below a set level of English proficiency, they are identified as an English Language Learner (ELL) students.

Teachers or parents may also request that a current student be screened for eligibility. In these cases, the EAL teacher will administer the WIDA Screener assessment and review the student’s overall academic performance to determine if the student is eligible for EAL support. If you wish to request an EAL evaluation of your child, please inform your child's teacher or the Director of Student Support.

3. How are EAL students assessed?

WIDA Screeners are English proficiency assessments used at the start of the school year (August) to identify a student’s EL status. All students with the ELL designation must take the WIDE Screener annually until they pass, at which point they will exit the EAL Program and are designated as a Former English Learner (FEL).

The WIDA MODEL Test is ELs' English proficiency assessment taken each spring annually. This test measures their progress in mastering English and determines whether they would continue to benefit from EAL support in the new school year.

4. If a student doesn’t qualify, does that mean they are proficient in English?

Not necessarily. Students who do not qualify for services may still be in the process of acquiring the English Language. However, they may not need the intensive support given in the EAL Program.

5. Do all ELs receive testing accommodations?

No. Only students who score less than a five in reading on the WIDA Screener or MODEL qualify for testing accommodations.

6. Is being an EL the same thing as EAL?

No. English Learner (EL) is the designation or label given to students learning English. English as an Additional Language (EAL) is a specially designed curriculum for students who are English Learners. Therefore, a student can be an EL and choose not to receive AISK’s EAL services.

7. Can an English-speaking child be eligible for EAL support?

Yes. An English Learner (EL) has to learn and master two types of language to perform successfully at grade level. One is social language (essential interpersonal communication and conversation), and the other is academic language (technical language and content-specific vocabulary used in school).

It usually takes 3-5 years for a child to become orally proficient and communicate with ease. Basic conversational English is an essential foundation for the student to develop academic language, but it doesn’t guarantee academic success.

Research tells us that it typically takes 5-7 years for EL students to develop academic English needed to succeed in school fully. Although students may not need English as a Second Language (ESL) support for that long, they must receive support until they can keep up with the rigorous academic curriculum.

8. What accommodations will my child receive during the EAL program?

All EL students at AISK receive extra time on assignments, projects, MAP tests, and summative assessments. Your child's iPad is locked to Google Translate.

9. What are the English proficiency levels?

10. How and when does a student receive EAL services?

The type and frequency of EAL services depend upon the student's needs. The following options are available:

Small group instruction in oral language, reading, and writing

In-class support in Writing, Language Arts, Novel Study, History, Social Studies Science.

After school support - (homework club)

11. When will my child complete the EAL program?

When a student demonstrates a proficiency level of 5 on the WIDA test and can work successfully and independently on grade-level content, the EAL team and all subject teachers will consider whether they are ready to transition out of the EAL program. In addition to WIDA scores, the teachers will review the student’s overall academic progress and performance on other necessary assessments, such as MAP scores and summative assessments. Once students transition out of the EAL program, they will receive ongoing monitoring for an additional year. EAL services may resume if the student demonstrates difficulty during that period. The overall goal is for ELs to show that they can work independently or on their own.

12. To help my child, should I speak English or our native language at home?

Suppose parents want their children to be exposed to more English after school hours. In that case, the best way to do that is to encourage children to join one of AISK’s after-school activities: play a sport, take lessons (art, equestrian, chess- anything of interest!) with native English speakers. Another way to expose children to more English is to help children build a "home library" of favorite books in English.